Search results

1 – 10 of over 12000
Book part
Publication date: 4 January 2013

Michelle Kelley and Taylar Wenzel

Purpose – The chapter provides the reader with an overview of the UCF Enrichment Programs in Literacy that includes a year-round reading clinic with undergraduate and…

Abstract

Purpose – The chapter provides the reader with an overview of the UCF Enrichment Programs in Literacy that includes a year-round reading clinic with undergraduate and graduate students serving as clinicians and a summer Digital Storytelling Camp. The focus of the chapter is on the development and evolution of these programs, with an emphasis on the role of coaching in the clinic process.

Methodology/approach – The authors describe how they used Bean's Levels of Coaching Complexity (2004), adapting it to their clinical setting, to meet the current high demand for reading coaches in schools, and to strengthen their reading program courses and practicum experiences.

Practical implications – In addition to providing a comprehensive overview of the UCF Enrichment Programs in Literacy, this chapter includes the nuts and bolts of how the authors “coach for success” in the reading clinic. This involves coaching for success during data collection, in the analysis and decision-making process, in the delivery of tutoring, and beyond the clinic setting. Along with the tutoring process, specific teaching tools (including student samples) and photographs are shared in order to allow for replication by educators who read this chapter.

Social implications – This chapter suggests how reading programs in colleges of education can reexamine their existing field experiences to develop a more deliberate model intended to (1) extend clinician skills in reading assessment, diagnosis, and instructional delivery; (2) promote self-reflection and collaborative professional learning; and (3) provide mentoring experiences that can be replicated in school and district settings by graduate student clinicians as they acquire new leadership roles and responsibilities. This chapter proposes programs that offer consistent, affordable instructional support in literacy for children and families in the surrounding community.

Details

Advanced Literacy Practices
Type: Book
ISBN: 978-1-78190-503-6

Keywords

Article
Publication date: 16 August 2021

Joanna Higgins and Ro Parsons

Instructional coaches are pivotal to articulating the agenda of system-wide reform, yet their role remains largely unexamined. Their approach with educators is…

Abstract

Purpose

Instructional coaches are pivotal to articulating the agenda of system-wide reform, yet their role remains largely unexamined. Their approach with educators is contextually situated within the schooling system in which they work to reflect the historical and sociocultural system influences. Given the downward trend in New Zealand's international test scores for mathematics, it is timely to review the role of instructional coaches.

Design/methodology/approach

In this paper, the authors draw on qualitative data derived from interviews with experienced coaches to investigate how they brokered the vision and pedagogy of a system-level reform in mathematics. Using a sensemaking lens we specifically examined the collective stories they employed as explanatory tools.

Findings

The analysis revealed that coaches drew on factors from school and classroom contexts of professional development practice and from collective beliefs about effective practice, alongside the project materials incorporated in the design of the project. System-level stories of reading reform influenced coaches' leadership of professional practice in implementing the New Zealand Numeracy Development Project, a progressively scaled-up professional learning and development initiative designed to improve teacher knowledge and pedagogy.

Originality/value

This paper highlights the critical importance of coaches' knowledge and expertise, the complexity of the implementation process and the coherence of the infrastructure that supports them in instructional reform.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 4
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 14 February 2020

Carolyn S. Hunt and Deborah MacPhee

This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing…

Abstract

Purpose

This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.

Design/methodology/approach

Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.

Findings

Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.

Originality/value

Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 2
Type: Research Article
ISSN: 2046-6854

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Book part
Publication date: 4 January 2013

Vicki Collet

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.Design/methodology/approach – The chapter describes the…

Abstract

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.

Design/methodology/approach – The chapter describes the Gradual Increase of Responsibility model for coaching, an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model that can be used by coaches as they support teachers in a clinic or school setting.

Findings – Content describes stages of the coaching model that provide less scaffolding as teachers gain confidence and competence. These stages include modeling, recommending, questioning, affirming, and praising.

Research limitations/implications – The Gradual Increase of Responsibility (GIR) model provides a process that coaches can follow to support instructional improvement. GIR requires that coaches have instructional expertise; it provides them with a guide for their work with teachers to incorporate effective practices.

Practical implications – The GIR model can be applied by coaches in both clinical and school settings, with teachers who instruct students at both elementary and secondary levels.

Originality/value of paper – This chapter provides examples for each stage of the GIR process, clearing indicating how coaches can guide teachers to take on increased responsibility for strong, intentional instruction and intervention.

Details

Advanced Literacy Practices
Type: Book
ISBN: 978-1-78190-503-6

Keywords

Book part
Publication date: 28 March 2012

Kathleen A.J. Mohr, Kathryn Dixon and Chase Young

Purpose – This chapter argues that classroom teachers need to be more effective and efficient in order to meet the needs of all students and support their grade-level…

Abstract

Purpose – This chapter argues that classroom teachers need to be more effective and efficient in order to meet the needs of all students and support their grade-level achievement. Given the challenges of contemporary schools – mandated curricula, intensive monitoring and intervention, high-stakes testing, and increased student diversity – teachers are expected to incorporate research-based practices in sophisticated ways. This chapter challenges teachers to assess and enhance their instructional effectiveness.

Approach – This chapter explores ways for teachers to make literacy assessment and instruction more appropriate, productive, and successful, which requires that teachers expand their repertoire of methods and consider ways to deliver instruction expeditiously.

Content – Examples of inefficient practices preface a discussion of some common hindrances to more streamlined instruction. The chapter demonstrates the use of literacy assessment to support more flexible instructional activities, focusing on literacy delivery modes that align with increasingly more difficult text. Subsequent discussion details numerous literacy experiences, including variations of teacher-led, collaborative, guided, partner, and student-led reading. Seven guidelines are presented. The conclusion summarizes an example of how a reading coach used assessment to synthesize an effective intervention to support the marked improvement of a third-grade reader.

Implications – The chapter's goal is that teachers consider ways to combine experiences that increase effectiveness, efficiency, and engagement. Readers can explore ways to use assessment to improve their instruction. Numerous suggestions and activities accompany the discussion.

Value – The chapter content challenges teachers to streamline and sophisticate their literacy instruction and demonstrates ways to combine literacy experiences that foster student achievement and engagement.

Details

Using Informative Assessments towards Effective Literacy Instruction
Type: Book
ISBN: 978-1-78052-630-0

Keywords

Article
Publication date: 31 May 2013

Rosemarye T. Taylor, Bryan S. Zugelder and Patricia Bowman

Literacy coaches can play a valuable role in the improvement of student learning outcomes. The authors’ purpose is to describe their time use, student learning, and…

423

Abstract

Purpose

Literacy coaches can play a valuable role in the improvement of student learning outcomes. The authors’ purpose is to describe their time use, student learning, and principals’ understanding leading to advocacy for development of literacy coach effectiveness measures.

Design/methodology/approach

By analyzing four related studies, the authors use quantitative and qualitative methods to develop five themes and the need for measures of effectiveness. Areas of role and use of time, principals’ understanding, and need for empirical, rather than perceptual research are explored.

Findings

Findings on the relationship of use of time and student reading outcomes, and perceptions of impediments and enhancements to impact on effectiveness are discussed and lead to the identification of the need for effectiveness measures.

Research limitations/implications

Limitations include the singular US region where the four studies were conducted and the small samples. The four studies did not use precisely the same methods so this is an additional limitation. Further research in various regions and with larger samples are needed to draw definitive conclusions.

Practical implications

Greater understanding of the context of literacy coaches, including understanding by principals, may lead to measurement. This measurement will inform principals and school directors on literacy coaches’ roles which may increase fidelity of the implementation of the position with the original intent. There has not been an accountability system for literacy coaches related to improved student learning, making this concept important to professionalization of literacy coach position.

Originality/value

Given that available research on the value of literacy coach positions is perceptual, rather than based on student outcome data, the need for development of effectiveness measures may result in greater fidelity of implementation of the position. Resulting role clarification and the extent to which implementation of literacy coaches can be expected to improve student achievement is a contribution.

Details

International Journal of Mentoring and Coaching in Education, vol. 2 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Book part
Publication date: 28 March 2012

J. Helen Perkins and Crystal D. Cook

Purpose – To identify effective literacy instructional strategies and methods based on assessment. Also, to provide information on literacy experts that teachers may seek…

Abstract

Purpose – To identify effective literacy instructional strategies and methods based on assessment. Also, to provide information on literacy experts that teachers may seek advice from as they work with striving readers.

Approach – A review of literature and the research on teaching striving readers were examined.

Practical implications – Reading is an important determining factor in efficacious learning and overall literacy; students must possess the necessary literacy skills to become successful and productive citizens in an information age. Throughout the chapter, a striving reader is presented while offering the reader an authentic example of a striving reader. The strategies, methods, and experts offer best practices; these will enhance the student(s) literacy skills.

Originality/value of paper – Educators utilizing the information provided in this chapter will be enhanced in their ability to effectively teach their students.

Details

Using Informative Assessments towards Effective Literacy Instruction
Type: Book
ISBN: 978-1-78052-630-0

Keywords

Article
Publication date: 13 July 2021

Tala Michelle Karkar Esperat

The purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving…

Abstract

Purpose

The purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.

Design/methodology/approach

An exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.

Findings

The study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.

Research limitations/implications

This study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.

Originality/value

This study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 7 December 2015

Vicki S. Collet

This collective case study investigated the ways in which coaching supports teacher change. Specifically, the purpose of this paper is to consider what types of feedback…

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Abstract

Purpose

This collective case study investigated the ways in which coaching supports teacher change. Specifically, the purpose of this paper is to consider what types of feedback are best at what times in the coaching process and how coaching supports teachers’ application of learning to differing contexts.

Design/methodology/approach

The study was conducted over an 18-month period in three settings: a university reading clinic and two schools. Participants were a coach and two in-service teachers enrolled in a literacy specialist master’s degree program. This qualitative study included observational field notes, interviews, lesson plans, and teacher reflections as primary data sources.

Findings

Findings suggest a model for coaching that acknowledges the learner’s previous knowledge and experience and continuously gauges support to stay within the ever-escalating zone of proximal development. Specific coaching moves that vary by degree of scaffolding are identified, namely: modeling, recommending, asking questions, affirming, and praising.

Research limitations/implications

This study clarifies the varying roles that coaches may play and how these roles change over time. Additionally, the model has implications for how coaching might change based on variability among those being coached.

Originality/value

The Gradual Increase of Responsibility Model has potential to guide coaches as they engage with mentees to improve instruction.

Article
Publication date: 25 March 2012

Pamela Jewett and Deborah MacPhee

The purpose of this paper is to provide an account of the coaching element that was included in an existing graduate literacy course and to describe the responses of…

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Abstract

Purpose

The purpose of this paper is to provide an account of the coaching element that was included in an existing graduate literacy course and to describe the responses of experienced and less‐experienced teachers as they began to add collaborative peer coaching to their teaching identities.

Design/methodology/approach

Data collected included teachers’ coaching logs and written reflections on the coaching experience, and field notes taken by a professor. Data were analysed qualitatively through open coding. Initially, the authors read data individually and coded them by what they perceived to be the teachers’ coaching moves. Separately, they developed lists of codes and then reviewed coding lists to work through idiosyncratic data, collapse codes, align their language.

Findings

The authors identified three overarching and multi‐faceted moves that the coaching teachers made as they worked with partner teachers. They found that the teachers: used restraint; focused on partner teacher's needs; and provided opportunities for classroom observations and demonstrations.

Practical implications

Due to budget cuts, district coaching initiatives are being down‐sized. With fewer literacy coaches available, the authors believe that classroom teachers would benefit from learning about how to support each another as peer coaches.

Social implications

Teachers’ coaching moves, along with the curricular conversations engendered by them, created a culture of learning based on reflection and dialogue between coaching and partner teachers.

Originality/value

Very few studies have been conducted on peer coaching or have addressed the process by which teachers enrolled in graduate programs learned how to engage in collaborative peer coaching.

Details

International Journal of Mentoring and Coaching in Education, vol. 1 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

1 – 10 of over 12000