Mark this lesson COMPLETE (scroll to the bottom) when you have met the requirements of these LEARNING OUTCOMES:

• I can list the first three coordinator roles I can get involved in

• I have created a subjective record of the frequency of SharpReading lessons in the classrooms I will be responsible for

• I have checked whether SharpReading Reviews are built into Teacher meetings

• I have listed the training status of the teachers I am working with and arranged for ONLiNE training where appropriate.

SETTING THE SCENE
We are assuming that you are doing this course because your school is adopting SharpReading school-wide or at least within one or two year groups (eg Stages 1&2 - Yrs 1-2 OR Stage 3 - Yrs 3&4, Yrs 5&6).

That will mean one of the following two scenarios

1. You are the 'Expert'
   Your training was part of a trial in the school, and you are now the one with the experience and mileage in delivering SharpReading. If you are an accredited SharpReading teacher, then other staff will recognise this and accept your role as a coach.

   • This makes your role easier because everyone else will be a 'novice'. You can feel confident that you know more than they do about this process.

2. You are the SharpReading 'Champion' in your school
   Some or all of the staff have undergone the initial training at the same time as you, and you have been chosen as the person to oversee the ongoing roll-out of the PD.

   • This may make your role more difficult as you may be at the same place in your training as your colleagues.

   • We would expect that you are someone who is really passionate about SharpReading (that was why you were chosen), so you may be more invested in your training, and therefore, you are a bit ahead of everyone else.

BE THE SharpReading COORDINATOR

As you work your way through these units, there are things that you can do to start establishing your role as the School Coach.

As soon as you sign up for the Coach role, you can make a start with the following coordinator roles

1. Establish yourself as the SharpReading go-to person

   • If people have questions or issues, you should be their first port of call. If you don't know the answer to their questions, you will find out!

   • Build rapport and trust with staff - note the SharpReading Coach Mindset (Unit 1)

2. Where SharpReading PD is already in place

   • Build an informal (subjective) picture of the SharpReading implementation through discussion with teachers and class walk-throughs during the literacy block (is it really happening?)

   • Monitor whether regular SharpReading checkpoints are being built into Year Level or Teaching Group meetings

     • If not, then initiate them

3. Sign up new teachers (new to the school or new to SharpReading) for an ONLiNE Course

   • New teachers in your school must enrol in their own ONLiNE course. This will take the pressure off you and ensure that they get the right messages early on. Resist any pressure from others to start them off yourself.

   • Book them into a Start-Up Webinar
     This is built into the cost of the ONLiNE Course. This is usually one-on-one PD, so it is a very valuable opportunity. If you have more than one teacher, this can be a group session.

     • Use the Booking Calendar in Unit 1 of each course to get them organised for this on a date and at a time that is convenient.

     • Stages 1&2 is a 3-hour webinar. Stage 3 is a 4-hour webinar. Both of these can be broken into 2 sessions.

     • A start-up webinar will get them immersed in the theory and the initial practice of the routines in their classroom. That will make your coaching job so much easier. Get them signed up for an appropriate SharpReading course

   • Meet them regularly to monitor that they are working their way through the ONLiNE units.
     Although the point is made very clearly in the start-up webinar, many teachers do not put in the work that is outlined in the course. This means their progress towards teacher fluency (and getting the most out of this for the students) is at best slow, and at worst, limited.

     • New teachers to your school will be feeling overwhelmed by all the new routines and processes that they have to align with, and may not be self-motivated to be SharpReading teachers. They will need some encouragement and accountability to make sure they get up to speed quickly and efficiently.

     • Each lesson within each unit has clearly stated Learning Outcomes that they must mark as COMPLETE once they have met the requirement. Your check-up can be as simple as a conversation at morning tea, 'Have you done your 3 Explicit Teaching lessons yet?'

     • You can't check their progress through the units, but we can as long as they are marking each lesson COMPLETE as they meet the requirements. Email us at any time for a progress update if you have concerns.

IMPORTANT REMINDER:
You should be very clear by now that the Coach role does NOT expect you, or train you, to train someone else in a SharpReading stage.

From experience, we must say that trying to launch someone into a SharpReading stage without them being signed up for their own ONLiNE Course and undertaking the proper initial training (a Start-Up Webinar) is FRAUGHT and inevitably results in a watered-down understanding and delivery of SharpReading.

LESSON REVIEW
Mark this lesson COMPLETE when you have met the requirements of the following LEARNING OUTCOMES:

• I can list the three coordinator roles I can get involved in

• I have created a record of the scheduled frequency of SharpReading lessons in the classrooms I will be responsible for, and I have a subjective idea about whether they are happening

• I have checked whether SharpReading Reviews are built into Teacher meetings

• I have listed the training status of the teachers I am working with and arranged for ONLiNE training where appropriate.

If you haven't had an opportunity to do the practical components, you can leave this lesson as uncompleted and go on to the next lesson. BUT you must come back and do it when you can!