ERIC Number: EJ880122
Record Type: Journal
Publication Date: 2010-Apr
Abstractor: As Provided
Reference Count: 36
What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement
L'Allier, Susan; Elish-Piper, Laurie; Bean, Rita M.
Reading Teacher, v63 n7 p544-554 Apr 2010
Literacy coaches provide job-embedded professional development for teachers, and the number of literacy coaches in elementary schools is increasing. Although literacy coaching offers promise in terms of improving teacher practice and student achievement, guidance is needed regarding the qualifications, activities, and roles of literacy coaches. The seven guiding principles in this manuscript offer research-based directions for literacy coaching. The guiding principles address (1) the specialized knowledge needed for literacy coaching, (2) the amount of time that should be focused on working directly with teachers, (3) collaborative relationships with teachers, (4) research-based coaching activities, (5) intentional and "on-the-fly" coaching, (6) the coach as a literacy leader in the school, and (7) the evolution of the literacy coach over time. After each principle is introduced, the specific research that supports the principle is discussed. In addition, a vignette of each guiding principle is provided to illustrate the principle in action.
Descriptors: Literacy, Coaching (Performance), Reading, Elementary Schools, Grade 1, Grade 2, Kindergarten, Grade 3, Instructional Improvement, Academic Achievement, Reading Instruction, Reading Teachers, Faculty Development, Interviews, School Districts, Teaching Models
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Authoring Institution: N/A
Identifiers - Location: Pennsylvania