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Thread-Topic: Are reading coaches effective?  How will the success of the program be determined?
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Subject: Are reading coaches effective?  How will the success of the program be determined?
Date: Fri, 20 Feb 2015 20:59:33 -0500
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<APP>CUSTOM
<PREFIX>Ms.</PREFIX>
<FIRST>Jewel</FIRST>
<MIDDLE>L.</MIDDLE>
<LAST>Brown</LAST>
<SUFFIX></SUFFIX>
<TITLE></TITLE>
<ORGANIZATION>James Island Elementary School</ORGANIZATION>
<ADDR1>1872 S. Grimball Road</ADDR1>
<ADDR2></ADDR2>
<CITY>Charleston</CITY>
<STATE>SC</STATE>
<ZIP>29412</ZIP>
<EMAIL>jewel_brown@charleston.k12.sc.us</EMAIL>
<PHONE_H></PHONE_H>
<PHONE_B>8437628240</PHONE_B>
<ISSUE>EDUC</ISSUE>
<SUBJECT>Are reading coaches effective?  How will the success of the program be determined?</SUBJECT>
<MSG>
It is a commendable goal for SC to improve students' literacy by placing personnel in the early grades.  I applaud CCSD for taking the first step with the implementation of its PGA.  Much success has been achieved because of our "master" reading teacher.  The emphasis is on master. 
	A persistent question emerges with reference to the criteria used in the selection of those hired as reading coaches.  If the expectation is to hire a skilled school-based literacy leader, the screening appears to be woefully inadequate.   
An exploration of the SC Literacy Competencies of Reading Coaches gave an extensive list of skills and services that could be performed.  
	Coaches are instructed not to work with children, yet it is repeatedly highlighted in the competencies that coaches have a responsibility to work with at risk children and/or with classroom teachers needing support.  How can a reading coach teach something that he or she does not know?????
</MSG>

</APP>