Learning the Language of Literacy Coaching: A Longitudinal Study

• In Event: Research on Coaching Approaches and Teacher Education

Abstract

This paper describes findings from the first two cohorts of an ongoing longitudinal study investigating the impact of master’s coursework and related coaching experiences on in-service teachers’ coaching skill development. The study follows literacy specialist candidates through coursework and into their first year post-graduation. Overall analysis across cohorts and courses suggests the possibility of stages of coaching development. Participants in the first coaching course possessed excellent literacy strategy knowledge and classroom expertise, but hesitantly coached, suggesting a beginner stage of coaching development. Participants in Course 2 demonstrated increased specific feedback, more clarification questions, and content knowledge of coaching practice and research, suggesting a novice stage of coaching development. Implications will be discussed.

Authors

• Allison Ward- Parsons, George Mason University

• Jennifer Drake-Patrick, George Mason University

• Susan V. Groundwater, George Mason University