Laurie Elish-Piper, PhD, 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, EdD, 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, PhD, 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, EdD, 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 DeKalb 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.

"Essential reading for literacy coaches who are wondering how they can remain effective under the new, more rigorous standards and the emphasis on disciplinary literacy. Focusing on the language features and functions unique to each discipline can be daunting to coaches who have been operating solely under a content-area reading model. The clear explanations, practical guidelines, and useful examples will help coaches adapt their previous practices to new demands and make the daunting feel ultimately doable."--Cynthia Shanahan, EdD, College of Education (Emerita), University of Illinois at Chicago"This is the book that was missing when I began my career as a coach! It honors the work of coaches and teachers, and places students and their learning at the center of all we do. From explaining the theoretical foundations of disciplinary literacy to offering practical guidance on how to begin, maintain, and grow a coaching model in schools and districts, this book clearly articulates the core tenets and practices of effective coaching in grades 6–12. It is truly a gift to coaches everywhere."--Sarah Marie Durst, EdM, Professional Learning Facilitator and former instructional coach, Champaign, Illinois"This well-organized, 'must-read' book is based on the many experiences of the authors in their work with secondary school coaches and teachers. It reflects a deep understanding of collaborative coaching and its potential to make a difference for student literacy and content learning. This is a great resource for middle and secondary school coaches as well as university instructors and graduate students."--Rita M. Bean, PhD, School of Education (Emerita), University of Pittsburgh"An invaluable how-to manual for instructional coaches who are looking to define and refine their craft. The book explains many different coaching stances and how to negotiate and describe those stances with stakeholders, as well as how to run different levels of professional development, from working one-on-one to leading large groups."--Cara Gutzmer, EdM, MS, Professional Learning Facilitator, Center for Education in Small Urban Communities, University of Illinois at Urbana–Champaign -This well-organized text includes a clear theoretical framework in addition to 17 research-based strategies that can be easily implemented by disciplinary literacy coaches to support teachers in adjusting their instruction to meet today's literacy demands. The extremely user-friendly text offers step-by-step instructions and examples of real coaches implementing the strategies….Reproducible forms are also included that make it easy for disciplinary coaches to begin using some of the strategies immediately….Highly recommended. Graduate students and practitioners.--Choice Reviews, 2/1/2017

• I. Disciplinary Literacy in a Standards-Based EraWhat Is Disciplinary Literacy?Teaching for Disciplinary LiteracyDisciplinary Literacy in ActionDisciplinary Literacy: An Integral Aspect of Today's StandardsThe Complexity of Disciplinary Literacy InstructionWhy Disciplinary Literacy Matters for Secondary Literacy CoachesII. Disciplinary Literacy CoachingWhat Is Literacy Coaching?Disciplinary Literacy Coaching and ChangeGuidelines for Effective Disciplinary Literacy CoachingThree Layers of CoachingCoaching Stances and Coaching LanguageMaking the Most of Coaching TimeSummaryIII. Models of Disciplinary Literacy CoachingTeacher-Initiated ModelCo-Teaching ModelDepartment/Team ModelLiaison ModelSelecting a Disciplinary Literacy Coaching ModelSummaryIV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy InstructionStrategy 1: Establishing a Climate for Disciplinary Literacy CoachingStrategy 2: Facilitating an Article Study GroupStrategy 3: Providing Professional Development Golden Nuggets at Faculty, Department, and Team MeetingsStrategy 4: Presenting Powerful Professional DevelopmentStrategy 5: Using Technology to Connect Coaches and TeachersV. Small-Group Coaching Strategies to Support Disciplinary Literacy InstructionStrategy 6: Determining Disciplinary Literacy Outcomes and Creating Assessment StructuresStrategy 7: Selecting, Assessing, and Scaffolding Complex TextsStrategy 8: Prioritizing Vocabulary for InstructionStrategy 9: Reviewing Common AssessmentsStrategy 10: Developing Discussion ProtocolsStrategy 11: Facilitating Teacher Inquiry into the DisciplinesVI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy InstructionStrategy 12: Creating Essential QuestionsStrategy 13: Developing Questions with ObjectivesStrategy 14: Applying the Extended Gradual Release of Responsibility ModelStrategy 15: Implementing Three Levels of Think-AloudStrategy 16: Adopting, Adapting, and Creating StrategiesStrategy 17: Using the Coaching CycleVII. Profiles of Highly Effective Disciplinary Literacy CoachesProfile 1: Establishing and Maintaining Administrator SupportProfile 2: Applying the Layered Approach to CoachingProfile 3: Getting into ClassroomsProfile 4: Differentiating Coaching to Support All TeachersProfile 5: Working with Hesitant TeachersProfile 6: Using Tools and Tips for Productive CoachingProfile 7: Developing a Support SystemFinal ThoughtsReferences

Laurie Elish-Piper, PhD, 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, EdD, 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, PhD, 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, EdD, 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 DeKalb 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.

"Essential reading for literacy coaches who are wondering how they can remain effective under the new, more rigorous standards and the emphasis on disciplinary literacy. Focusing on the language features and functions unique to each discipline can be daunting to coaches who have been operating solely under a content-area reading model. The clear explanations, practical guidelines, and useful examples will help coaches adapt their previous practices to new demands and make the daunting feel ultimately doable."--Cynthia Shanahan, EdD, College of Education (Emerita), University of Illinois at Chicago"This is the book that was missing when I began my career as a coach! It honors the work of coaches and teachers, and places students and their learning at the center of all we do. From explaining the theoretical foundations of disciplinary literacy to offering practical guidance on how to begin, maintain, and grow a coaching model in schools and districts, this book clearly articulates the core tenets and practices of effective coaching in grades 6–12. It is truly a gift to coaches everywhere."--Sarah Marie Durst, EdM, Professional Learning Facilitator and former instructional coach, Champaign, Illinois"This well-organized, 'must-read' book is based on the many experiences of the authors in their work with secondary school coaches and teachers. It reflects a deep understanding of collaborative coaching and its potential to make a difference for student literacy and content learning. This is a great resource for middle and secondary school coaches as well as university instructors and graduate students."--Rita M. Bean, PhD, School of Education (Emerita), University of Pittsburgh"An invaluable how-to manual for instructional coaches who are looking to define and refine their craft. The book explains many different coaching stances and how to negotiate and describe those stances with stakeholders, as well as how to run different levels of professional development, from working one-on-one to leading large groups."--Cara Gutzmer, EdM, MS, Professional Learning Facilitator, Center for Education in Small Urban Communities, University of Illinois at Urbana–Champaign -This well-organized text includes a clear theoretical framework in addition to 17 research-based strategies that can be easily implemented by disciplinary literacy coaches to support teachers in adjusting their instruction to meet today's literacy demands. The extremely user-friendly text offers step-by-step instructions and examples of real coaches implementing the strategies….Reproducible forms are also included that make it easy for disciplinary coaches to begin using some of the strategies immediately….Highly recommended. Graduate students and practitioners.--Choice Reviews, 2/1/2017

• I. Disciplinary Literacy in a Standards-Based EraWhat Is Disciplinary Literacy?Teaching for Disciplinary LiteracyDisciplinary Literacy in ActionDisciplinary Literacy: An Integral Aspect of Today's StandardsThe Complexity of Disciplinary Literacy InstructionWhy Disciplinary Literacy Matters for Secondary Literacy CoachesII. Disciplinary Literacy CoachingWhat Is Literacy Coaching?Disciplinary Literacy Coaching and ChangeGuidelines for Effective Disciplinary Literacy CoachingThree Layers of CoachingCoaching Stances and Coaching LanguageMaking the Most of Coaching TimeSummaryIII. Models of Disciplinary Literacy CoachingTeacher-Initiated ModelCo-Teaching ModelDepartment/Team ModelLiaison ModelSelecting a Disciplinary Literacy Coaching ModelSummaryIV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy InstructionStrategy 1: Establishing a Climate for Disciplinary Literacy CoachingStrategy 2: Facilitating an Article Study GroupStrategy 3: Providing Professional Development Golden Nuggets at Faculty, Department, and Team MeetingsStrategy 4: Presenting Powerful Professional DevelopmentStrategy 5: Using Technology to Connect Coaches and TeachersV. Small-Group Coaching Strategies to Support Disciplinary Literacy InstructionStrategy 6: Determining Disciplinary Literacy Outcomes and Creating Assessment StructuresStrategy 7: Selecting, Assessing, and Scaffolding Complex TextsStrategy 8: Prioritizing Vocabulary for InstructionStrategy 9: Reviewing Common AssessmentsStrategy 10: Developing Discussion ProtocolsStrategy 11: Facilitating Teacher Inquiry into the DisciplinesVI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy InstructionStrategy 12: Creating Essential QuestionsStrategy 13: Developing Questions with ObjectivesStrategy 14: Applying the Extended Gradual Release of Responsibility ModelStrategy 15: Implementing Three Levels of Think-AloudStrategy 16: Adopting, Adapting, and Creating StrategiesStrategy 17: Using the Coaching CycleVII. Profiles of Highly Effective Disciplinary Literacy CoachesProfile 1: Establishing and Maintaining Administrator SupportProfile 2: Applying the Layered Approach to CoachingProfile 3: Getting into ClassroomsProfile 4: Differentiating Coaching to Support All TeachersProfile 5: Working with Hesitant TeachersProfile 6: Using Tools and Tips for Productive CoachingProfile 7: Developing a Support SystemFinal ThoughtsReferences

Laurie Elish-Piper, PhD, 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, EdD, 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, PhD, 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, EdD, 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 DeKalb 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.

"Essential reading for literacy coaches who are wondering how they can remain effective under the new, more rigorous standards and the emphasis on disciplinary literacy. Focusing on the language features and functions unique to each discipline can be daunting to coaches who have been operating solely under a content-area reading model. The clear explanations, practical guidelines, and useful examples will help coaches adapt their previous practices to new demands and make the daunting feel ultimately doable."--Cynthia Shanahan, EdD, College of Education (Emerita), University of Illinois at Chicago"This is the book that was missing when I began my career as a coach! It honors the work of coaches and teachers, and places students and their learning at the center of all we do. From explaining the theoretical foundations of disciplinary literacy to offering practical guidance on how to begin, maintain, and grow a coaching model in schools and districts, this book clearly articulates the core tenets and practices of effective coaching in grades 6–12. It is truly a gift to coaches everywhere."--Sarah Marie Durst, EdM, Professional Learning Facilitator and former instructional coach, Champaign, Illinois"This well-organized, 'must-read' book is based on the many experiences of the authors in their work with secondary school coaches and teachers. It reflects a deep understanding of collaborative coaching and its potential to make a difference for student literacy and content learning. This is a great resource for middle and secondary school coaches as well as university instructors and graduate students."--Rita M. Bean, PhD, School of Education (Emerita), University of Pittsburgh"An invaluable how-to manual for instructional coaches who are looking to define and refine their craft. The book explains many different coaching stances and how to negotiate and describe those stances with stakeholders, as well as how to run different levels of professional development, from working one-on-one to leading large groups."--Cara Gutzmer, EdM, MS, Professional Learning Facilitator, Center for Education in Small Urban Communities, University of Illinois at Urbana–Champaign -This well-organized text includes a clear theoretical framework in addition to 17 research-based strategies that can be easily implemented by disciplinary literacy coaches to support teachers in adjusting their instruction to meet today's literacy demands. The extremely user-friendly text offers step-by-step instructions and examples of real coaches implementing the strategies….Reproducible forms are also included that make it easy for disciplinary coaches to begin using some of the strategies immediately….Highly recommended. Graduate students and practitioners.--Choice Reviews, 2/1/2017

• I. Disciplinary Literacy in a Standards-Based EraWhat Is Disciplinary Literacy?Teaching for Disciplinary LiteracyDisciplinary Literacy in ActionDisciplinary Literacy: An Integral Aspect of Today's StandardsThe Complexity of Disciplinary Literacy InstructionWhy Disciplinary Literacy Matters for Secondary Literacy CoachesII. Disciplinary Literacy CoachingWhat Is Literacy Coaching?Disciplinary Literacy Coaching and ChangeGuidelines for Effective Disciplinary Literacy CoachingThree Layers of CoachingCoaching Stances and Coaching LanguageMaking the Most of Coaching TimeSummaryIII. Models of Disciplinary Literacy CoachingTeacher-Initiated ModelCo-Teaching ModelDepartment/Team ModelLiaison ModelSelecting a Disciplinary Literacy Coaching ModelSummaryIV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy InstructionStrategy 1: Establishing a Climate for Disciplinary Literacy CoachingStrategy 2: Facilitating an Article Study GroupStrategy 3: Providing Professional Development Golden Nuggets at Faculty, Department, and Team MeetingsStrategy 4: Presenting Powerful Professional DevelopmentStrategy 5: Using Technology to Connect Coaches and TeachersV. Small-Group Coaching Strategies to Support Disciplinary Literacy InstructionStrategy 6: Determining Disciplinary Literacy Outcomes and Creating Assessment StructuresStrategy 7: Selecting, Assessing, and Scaffolding Complex TextsStrategy 8: Prioritizing Vocabulary for InstructionStrategy 9: Reviewing Common AssessmentsStrategy 10: Developing Discussion ProtocolsStrategy 11: Facilitating Teacher Inquiry into the DisciplinesVI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy InstructionStrategy 12: Creating Essential QuestionsStrategy 13: Developing Questions with ObjectivesStrategy 14: Applying the Extended Gradual Release of Responsibility ModelStrategy 15: Implementing Three Levels of Think-AloudStrategy 16: Adopting, Adapting, and Creating StrategiesStrategy 17: Using the Coaching CycleVII. Profiles of Highly Effective Disciplinary Literacy CoachesProfile 1: Establishing and Maintaining Administrator SupportProfile 2: Applying the Layered Approach to CoachingProfile 3: Getting into ClassroomsProfile 4: Differentiating Coaching to Support All TeachersProfile 5: Working with Hesitant TeachersProfile 6: Using Tools and Tips for Productive CoachingProfile 7: Developing a Support SystemFinal ThoughtsReferences