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THE IMPACT OF LITERACY COACHES.

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Title: THE IMPACT OF LITERACY COACHES.
Authors: Vanderburg, Michelle1, Stephens, Diane1
Source: Elementary School Journal. Sep2010, Vol. 111 Issue 1, p141-163. 23p. 1 Diagram, 1 Chart.
Subject Terms: *Reading teachers, *Educational coaching, *In-service training of teachers, *Teacher collaboration, *Teacher attitudes, *Teacher development, *Teaching methods
Geographic Terms: South Carolina
Abstract: In order to better understand literacy coaches' impact on teachers, the authors analyzed interviews with 35 teachers who participated in a statewide professional development effort, the South Carolina Reading Initiative. For 3 years, literacy coaches facilitated bimonthly study groups for teachers and spent 4 days a week in teachers' classrooms helping them implement practices learned in study groups. The authors sought to (a) understand what coaches did that teachers found helpful, and (b) identify ways in which teachers' beliefs and practices changed because of their coach. Patterns in the data suggest the teachers valued how the coaches created a space for collaboration, provided ongoing support, and taught about research-based instructional strategies. Teachers credited their coach with helping them try new teaching practices, incorporate more authentic assessments, ground their decisions in professional literature, and create curriculum that was more student centered. [ABSTRACT FROM AUTHOR]
Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Reading+teachers%22">Reading teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+coaching%22">Educational coaching</searchLink><br />*<searchLink fieldCode="DE" term="%22In-service+training+of+teachers%22">In-service training of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+collaboration%22">Teacher collaboration</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
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  Data: In order to better understand literacy coaches' impact on teachers, the authors analyzed interviews with 35 teachers who participated in a statewide professional development effort, the South Carolina Reading Initiative. For 3 years, literacy coaches facilitated bimonthly study groups for teachers and spent 4 days a week in teachers' classrooms helping them implement practices learned in study groups. The authors sought to (a) understand what coaches did that teachers found helpful, and (b) identify ways in which teachers' beliefs and practices changed because of their coach. Patterns in the data suggest the teachers valued how the coaches created a space for collaboration, provided ongoing support, and taught about research-based instructional strategies. Teachers credited their coach with helping them try new teaching practices, incorporate more authentic assessments, ground their decisions in professional literature, and create curriculum that was more student centered. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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