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ERIC Number: EJ1066579
Record Type: Journal
Publication Date: 2007-Dec
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1533-242X
Reading Coaches as an In-Class Professional Development Model
Bolton, Marcia V.
Reading Matrix: An International Online Journal, v7 n3 p153-169 Dec 2007
Professional development should be a career-long process in which teachers tweak their teaching methodology, practices, and style to meet student needs. Is there a better place to offer professional development opportunities than at "ground zero"? This paper outlines one school's attempt to bring quality professional development to the classroom where teachers and students can see immediate results of professional development plans and receive instant feedback on proposed instructional practices and changes. Reading specialists moved out of the reading room and into the classroom to offer perceptions and assistance through clinical observations, support, and immediate feedback in an effort to improve instructional delivery and student achievement. There are many research studies that discuss what makes a good reading coach, there are few studies that cite implementation results. Our primary school began using reading coaches as in-class professional development because teachers and administrators were frustrated by students' slow progress. We believed change could be accelerated if we created a mentor program in which more experienced reading specialists could coach and mentor teachers as they took on new learning. Our goal was a self-regulated teacher that monitors and reflects on her own progress and is active within a community of learning established in throughout the school.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A