Laurie Elish-Piper & Susan K. L’Allier 
Collaborative Coaching for Disciplinary Literacy [PDF ebook] 
Strategies to Support Teachers in Grades 6-12

I. Disciplinary Literacy in a Standards-Based Era What Is Disciplinary Literacy? Teaching for Disciplinary Literacy Disciplinary Literacy in Action Disciplinary Literacy: An Integral Aspect of Today’s Standards The Complexity of Disciplinary Literacy Instruction Why Disciplinary Literacy Matters for Secondary Literacy Coaches II. Disciplinary Literacy Coaching What Is Literacy Coaching? Disciplinary Literacy Coaching and Change Guidelines for Effective Disciplinary Literacy Coaching Three Layers of Coaching Coaching Stances and Coaching Language Making the Most of Coaching Time Summary III. Models of Disciplinary Literacy Coaching Teacher-Initiated Model Co-Teaching Model Department/Team Model Liaison Model Selecting a Disciplinary Literacy Coaching Model Summary IV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy Instruction Strategy 1: Establishing a Climate for Disciplinary Literacy Coaching Strategy 2: Facilitating an Article Study Group Strategy 3: Providing Professional Development Golden Nuggets at Faculty, Department, and Team Meetings Strategy 4: Presenting Powerful Professional Development Strategy 5: Using Technology to Connect Coaches and Teachers V. Small-Group Coaching Strategies to Support Disciplinary Literacy Instruction Strategy 6: Determining Disciplinary Literacy Outcomes and Creating Assessment Structures Strategy 7: Selecting, Assessing, and Scaffolding Complex Texts Strategy 8: Prioritizing Vocabulary for Instruction Strategy 9: Reviewing Common Assessments Strategy 10: Developing Discussion Protocols Strategy 11: Facilitating Teacher Inquiry into the Disciplines VI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy Instruction Strategy 12: Creating Essential Questions Strategy 13: Developing Questions with Objectives Strategy 14: Applying the Extended Gradual Release of Responsibility Model Strategy 15: Implementing Three Levels of Think-Aloud Strategy 16: Adopting, Adapting, and Creating Strategies Strategy 17: Using the Coaching Cycle VII. Profiles of Highly Effective Disciplinary Literacy Coaches Profile 1: Establishing and Maintaining Administrator Support Profile 2: Applying the Layered Approach to Coaching Profile 3: Getting into Classrooms Profile 4: Differentiating Coaching to Support All Teachers Profile 5: Working with Hesitant Teachers Profile 6: Using Tools and Tips for Productive Coaching Profile 7: Developing a Support System Final Thoughts References  

Laurie Elish-Piper, Ph D, is Acting Dean of the College of Education at Northern Illinois University, where she also holds the titles of Distinguished Teaching Professor and Presidential Engagement Professor in the Department of Literacy and Elementary Education. Her research and teaching focus on literacy leadership and coaching, and she has published and presented widely on literacy coaching at the elementary, middle, and high school levels. Dr. Elish-Piper has worked extensively with school districts to develop and implement literacy coaching programs, and she teaches graduate courses related to literacy coaching and leadership. She has coauthored eight books, including The Common Core Coaching Book (with Susan K. L’Allier). Formerly, she worked as a middle school reading and language arts teacher and an educational therapist in a clinical setting. Susan K. L’Allier, Ed D, is Associate Professor and Coordinator of the Reading Program in the Department of Literacy and Elementary Education at Northern Illinois University. She and Laurie Elish-Piper have conducted multiple research studies to examine the relationship between literacy coaching and student literacy achievement. In addition to their journal articles, chapters, and presentations about literacy coaching, they have also published a video “workshop in a box” titled The Literacy Coaching Series, which enables viewers to see and analyze interactions between literacy coaches and teachers. Formerly, Dr. L’Allier worked as an elementary teacher, a lead teacher, and a principal. Michael Manderino, Ph D, is Assistant Professor in the Department of Literacy and Elementary Education at Northern Illinois University. He has presented widely with Laurie Elish-Piper, Susan K. L’Allier, and Paula Di Domenico on disciplinary literacy coaching at the secondary level. He coauthored a book on content-area learning and has published articles on disciplinary literacy in leading journals. He received dissertation awards from the Literacy Research Association and the Association of Literacy Educators and Researchers. Dr. Manderino also works closely with school districts to implement disciplinary literacy in the curriculum and teaches undergraduate and graduate courses related to disciplinary literacy. Formerly, he was a high school history teacher and disciplinary literacy coach. Paula Di Domenico, Ed D, is a secondary disciplinary literacy coach at Leyden High School District 212 in Franklin Park, Illinois, and serves as an adjunct instructor of graduate courses in literacy education at Northern Illinois University in De Kalb and at Lewis University in Romeoville, Illinois. Dr. Di Domenico’s research focuses on teachers’ disciplinary literacy knowledge and on secondary literacy coaching. She has presented on the topic of disciplinary literacy coaching with the other authors of this volume. Formerly, she was a high school English and developmental reading teacher.