Relational literacy coaching and professional growth: an elementary writing teacher’s journey toward efficacy

ABSTRACT

This exploratory case study examines the impact of a relational approach to instructional coaching on an elementary school teacher’s development as an instructor of writing. During a year-long co-teaching project with the school literacy coach, the third-grade teacher shared stories of her complicated history with writing and self-perceived lack of confidence and skill. Through the lenses of heuristic and narrative inquiry, the data paint a portrait of her journey toward efficacy as a writing teacher and the role that relational coaching played in her transformation. The critical elements of site, extended time, collaboration, and differentiation frame the discussion of relational coaching. The findings that emerge highlight the critical nature of trust and vulnerability in co-constructed coaching conversations. The teacher’s increased confidence and competence led to improved outcomes for her students and sustained professional growth for the teacher as well as the literacy coach.

KEYWORDS:

• Instructional coaching
• writing instruction
• teacher efficacy
• professional growth
• elementary education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jennifer Green

Jennifer Green is an assistant professor in the School of Education at Georgia Gwinnett College, focusing on reading assessment and intervention, writing pedagogy, and elementary teaching methods. Prior to becoming a university professor, she was a bilingual elementary school teacher, teacher, and literacy coach for 25 years. She is a National Board Certified middle childhood generalist and an expert in evidence-based literacy practices and culturally relevant pedagogy. Her research interests include teacher leadership, co-teaching for professional growth, and literacy.