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ERIC Number: EJ1023536
Record Type: Journal
Publication Date: 2013
Pages: 24
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1547-688X
Conflicting Storylines in Teacher Leadership: How One Literacy Coach Struggled to Position Herself and Her Work
Mangin, Melinda M.; Dunsmore, KaiLonnie
New Educator, v9 n3 p226-249 2013
This study examines the enactment of literacy coaching--one kind of formal teacher leader role--in two districts using data collected from daily activity logs and weekly interviews with 6 coaches over 7 weeks. To provide an in-depth examination, we highlight the case of Diane, a full-time literacy coach working at two elementary schools in one district. Examining the findings through the lens of positioning theory indicates that school and district leaders and the regional literacy coach preparation program held differential storylines and expectations for coaching, positioning the coach role in ways that were contradictory. As a result, Diane struggled to position herself and her work in the context of these conflicting perspectives. This struggle resulted in coaching activities that aimed more at providing support for existing practices and less on improving instruction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A