Perspectives on literacy coaching: defining roles and expectations

ABSTRACT

This qualitative study examines the roles and expectations of teacher leaders who support teachers in their literacy instruction, termed literacy coaches. It explores literacy coaches', teachers', and administrators’ perceptions about literacy coaching efforts established in a state in the US that recently implemented a large-scale funding initiative, the Teacher Leadership Compensation System. Survey data and interviews were analyzed to inform an understanding of the practices that each participant group expected literacy coaches to engage in and how those expectations differed. Additionally, this study explored how literacy coaches reported being prepared for their role and how that differed from how administrators and teachers believed literacy coaches were prepared. It discusses the connections to the importance of establishing a well-articulated literacy coaching program and how clarifying the role of the literacy coach can contribute to the effectiveness of literacy coaching.

KEYWORDS:

• Literacy coaching
• professional development
• educational policy
• instructional coaching

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This project was supported by a grant from the Center for Educational Transformation at the University of Northern Iowa.

Notes on contributors

Lindsay Woodward

Lindsay Woodward is an Assistant Professor of Secondary Literacy at Drake University in the US. Her scholarship focuses on literacy instruction and technology, and her work is situated within both professional development and classroom settings.

Jennifer Thoma

Jennifer Thoma, PhD, served as an elementary school teacher and instructional coach for 16 years. She currently teaches courses on literacy instruction, assessment, and strategies at Drake University. Her research agenda includes professional development, literacy, and technology integration.