A Collaborative Professional Development Initiative Supporting Early Literacy Coaches

Abstract

Many believe that the key to translating research into successful practice lies in providing teachers with continuous professional development and ongoing coaching support. In this article, we provide an overview of the relevant coaching literature and describe 4 critical features of an evidence-based preschool literacy coaching model: the coach as a content expert, the coach as a promoter of reflective instruction, the coach as a professional development facilitator, and the coach as a builder of a schoolwide learning community. We also provide anecdotes about how these roles were realized in an early childhood educator professional development project and suggestions for coaches supporting literacy instruction in similar classrooms.

Keywords:

• coaching
• literacy
• instructional support
• professional development
• early intervention policy