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Abstract
This study's purpose was to determine whether or not the Literacy Coach Appraisal Instrument developed for use in evaluating literacy coaches had content validity. The study, a fully mixed concurrent equal status design conducted from a pragmatist philosophy, collected qualitative and quantitative data from literacy experts about the elements of the appraisal instrument. Data were collected through a survey posted on the National Council for Teachers of English website and through face-to-face interviews. A factor analysis was conducted to analyze quantitative data, while qualitative data were analyzed using constant comparative analysis. Two appraisal instruments were developed as a result of the factor analysis. Findings indicate that the instrument does have content validity and accurately reflects the job responsibilities of literacy coaches.