Literacy Coaching



Literacy Coaching

Introduction

Learning is a part and parcel of life. Even a full educated person or professional can not claim that he is fully knowledgable. Learning is an ongoing process, and it could be aided by assistance from a coach and trainer. In this paper, we will examine how this objective could be achieved through discussing the roles of a coach and understanding Professional Development and Instructional Leadership.

Roles and Responsibilities

Coaching is a human relationship between the coach (coach, guide, motivator) and the student or learner. Coaching aims to develop confidence within an individual to train him to make important decisions, assume responsibilities and achieving the objectives or goals they have set at the beginning of the process.

Often in the Education Centre, there are many professionals who can be called upon for help. Most times, students do not have a strong interaction with the faculty, the faculty does not, interact in turn, with parents and they frantically seek the involvement of children in the Educational Project.

Distrust, lack of confidentiality, competition create problems for the Educational Center and the slipperiness of the hierarchical ladder make the coexistence between the three branches that support education, Computer Education, Students and Parents difficult. However, one can consult an impartial person, someone who has no commitment to the Education Center but with the institution it represents. As John Whitmore says that "an independent coach can highlight ideas, generate solutions and support its implementation in a way that few people within the organization could do it."

The Coaching Education wants to target learners, trainers and parents, in the form of a new educational model. By integrating this new methodology, students, trainers and parents will be the cornerstones of a people-centered education. Educational Coaching aims to discover the talent of human beings involved in this project to improve and optimize their personal and professional development (Bolman & Deal, 2003).

Structure of Coaching Education.

It has three pillars:

Family Coaching: Training parents to implement coaching tools to help them in the mission of educators.

Coaching in the Classroom. Training of teacher and counselor.

Coaching for Students. The training of students coachees.

Instructional Leadership

Instructional Leadership deals with the issue of teaching and educating leaders and trainers. These leaders may include organizational leaders, school or any other institute's leaders. It is assumed that institutes has a singular or dominant culture. That is, of course, true in some cases, particularly in small schools located in relatively homogenous communities. Therefore, an attempt to build different teams with in pre-existing sub-cultures may lead to undesired and unintended consequences. A sub-culture may become stronger or weaker as compared to a department or grade level. The extreme of both possible circumstances is negative for the educational organization (Barbour, 2001).

Most institutes are not, however, blessed with the conditions that foster such cohesiveness. Instead, the real life of an institute is characterized by the coexistence of multiple cultures that accommodate each other but are not the same. Six overlapping but distinct subcultures, each characterized by its own preferences, values, and expectations, are immediately apparent ...