Notes
Katie is a school counselor and supports students in grades 3 – 5. She was a grade 3 teacher prior to this position. She indicates that she is not well-versed in lower elementary literacy assessments and skill development. She wants “to be a sponge” and gain as much knowledge as possible through this course and coaching experience. Katie learned to read through a “whole word approach” and has limited background in concepts and strategies related to decoding and encoding.
Course Progress
Katie has completed Module 1 and is working on the Quadrant assignment at this time. She has access to student data and classroom applications across grades in her school, so completing each module assignment will be facilitated by her staff relationships. She plans to complete Modules 2 and 3 by next week.
E –
Problem of Practice
Katie would like to grow her administrative skills and lens to better support students and educators address the literacy needs of her school community.
We discussed her desire to build leadership skills at length. Consequently, we agreed to examine the administrative roles involved in supporting literacy instruction as she moves through the content of each module. This will be a primary area of coaching support throughout the semester.
C –
Goal Attainment:
Katie will develop a plan to work with a student or group on decoding skill development. This focal area will serve to strengthen her knowledge in this domain. She will be able to provide intervention period instruction as she can manipulate her schedule to accommodate student service times.