Education & Human Development

Maine Literacy Partnership

What is the MLP literacy coach?
 

Criteria for Selecting a School Literacy Coach

A teacher applying for the Maine Literacy Partnership literacy coach internship must have:

• a Maine Teaching Certificate for Grades K-8;
• a minimum of three years of teaching experience in grades K-6; and
• a master's degree or be matriculated in a master's degree program with a minimum of 21 accumulated credits.

Selecting a Literacy Coach For Your School

The literacy coach plays an essential role in the successful implementation of Maine Literacy Partnership. Therefore, thoughtful consideration to the selection of this person is vital.

The person filling the role of school literacy leader must be committed to helping the school move through the change process. Since systematic change takes years to accomplish, it is in the interest of the school to support a person who intends to work at the school for at least five years. Additionally, the person must have the respect of colleagues and be able to serve as a leader. The following questions can help guide the school in selecting a literacy coach.

• Does the candidate communicate clearly and effectively?
• Is the candidate flexible?
• Is the candidate open to change and new ideas?
• Is the candidate a life-long learner?
• Is the candidate a reflective and critical thinker?
• Does the candidate have the ability to work with different types of people?
• Is the candidate a collaborator?
• Is the candidate organized?
• Is the candidate an effective teacher?
• Is the candidate a school leader?
• Is the candidate able to receive constructive criticism?

The selection of a literacy coach cannot be taken lightly. The school literacy coach is the key person who assures the school attains its goal of improved student achievement. This person is the driving force behind school change.

The Responsibilities of a School Literacy Coach

During the internship year, the literacy coach:

• teaches daily in a classroom using the Integrated Instruction Framework;
• attends seven internship weeks at the University of Maine spaced across the calendar year (the internship is a nine credit graduate course);
• attends two additional weeks for follow-up support after the initial internship year;
• organizes and participates in monthly guided meetings at his/her school;
• videotapes and analyzes his/her teaching during literacy lessons;
• participates in school literacy team meetings;
• presents at the Maine Literacy Partnership Seamless Transitions Conference;
• collects baseline school data; and
• provides awareness presentations to introduce others in the school to Maine Literacy Partnership.

In the year following the internship, the literacy coach:

• teaches in a classroom using the Integrated Instructional Framework;
• teaches an on-site graduate course for staff;
• demonstrates lessons and coaches teachers in classrooms;
• participates in school literacy team meetings;
• attends seven days of professional development at the University of Maine;
• collects and analyzes school data; and
• supports the leadership team to submit an annual site report on the status of the program in accordance with the Maine Literacy Partnership guidelines.

In subsequent years, the literacy coach:

• teaches in a classroom using the Integrated Instructional Framework;
• provides continued on-site professional development classes for teachers;
• engages in classroom demonstration lessons and coaching with the classroom teacher;
• teaches the initial course for teachers new to the school;
• participates in school literacy team meetings;
• attends seven days of professional development at the University of Maine;
• collects and analyzes school data; and
• supports the leadership team to submit an annual site report on the status of the program in accordance with the Maine Literacy Partnership guidelines.