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ERIC Number: ED477297
Record Type: Non-Journal
Publication Date: 2003
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Literacy Coaching: How School Districts Can Support a Long-Term Strategy in a Short-Term World.
Symonds, Kiley Walsh
This report discusses literacy coaching as one strategy for professional development, describing how three San Francisco Bay Area school districts use literacy coaching, highlighting the benefits of using literacy coaching, and offering recommendations to districts and states. The report describes why the Bay Area School Reform Collaborative and many partner school districts are choosing to invest in literacy coaching. Literacy coaches are teachers who have content and instructional expertise in literacy. They are released from teaching so they can promote and support high quality literacy instruction through direct, school-based work with other teachers. This study examines how districts organize, fund, and support literacy coaches using data from interviews and focus groups with teachers, literacy coaches, principals, and district administrators and from observations of coaches' meetings, coaching sessions, and coached teachers' classes. Three districts are profiled. The main benefits of literacy coaching are: increased teacher willingness and ability to collaborate, peer accountability, and teacher knowledge about other teachers' classrooms; increased levels and quality of implementation of new instructional strategies; and support for new teachers. Many respondents indicated teachers became more receptive to change. Several cited coaches' ability to keep equity goals in the forefront of teachers' conversations and practice and help teachers use differentiated instruction with at-risk students. (Contains 19 references.) (SM)
Bay Area School Reform Collaborative, 181 Fremont Street, 2nd Floor, San Francisco, CA 94105. Tel: 415-348-5500; Fax: 415-348-1340; Web site: http://www.basrc.org/Pubs&Docs/LiteracyCoaching.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A