Literacy Coaching and Teacher Leadership: Promoting Expansive Learning in a Community of Practice

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-5 - Cooperating Teachers and Supervisors: Voices From the Field

Abstract

This design-development study explores how cooperating teachers (CTs), who work in predominantly Title I school settings, experience and understand their own participation in a coaching community of practice. This present study is apart of a larger study on coaching preservice teachers through a reflective coaching model. This paper reports on the monthly professional development (PD) sessions that were centered around the coaching model. In these sessions participants discuss their coaching practices and reflect on the implementation of the coaching model through their own coaching videos. In this paper, we address successes, roadblocks and the ongoing questions that resulted from this PD.

Authors

• James V. Hoffman, The University of Texas - Austin

• Melissa Mosley Wetzel, The University of Texas - Austin

• Beth Maloch, The University of Texas - Austin

• Charlotte L. Land, Pennsylvania State University

• Kira LeeKeenan, The University of Texas - Austin

• Catherine Anne Lammert, The University of Texas - Austin

• Cori Salmeron, The University of Texas - Austin