Challenges Incurred Enacting Multitiered Models of Literacy Coaching and Professional Learning Projects

• In Event: 61.032 - Literacies and Language Across the Curriculum

Abstract

This study investigated the impact of the support that high school teachers received to enhance their practice with new instructional methods and broaden their repertoire of skills. Participants included 21 (6 in Year 1 + 15 in Year 2) high school teachers, two school district Literacy Coaches and two Provincial Literacy Facilitators (coaches), who were engaged in two years of a professional learning project. Data included observational field notes, interviews and artifacts. Findings relate to participants’ learnings: assessment to instruction; metacognition; reflections; engagement; alignment with policy; coaching the coaches; multi-tiered coaching; administrative boundaries. This study illuminates how coaching at the school, district, and provincial education levels (i.e., multi-tiered) might coalesce to enhance teachers’ instructional practices with adolescent struggling readers.

Authors

• Tiffany L. Gallagher, Brock University

• Arlene Grierson, Brock University

• Rachel St. Hilaire, Brock University