The Impacts of Instructional Coaching on Comprehensive Literacy in Middle Schools: An Exploration of an Intensive Professional Learning Model

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Abstract

The successful implementation of comprehensive literacy programming in classrooms demands that teachers address the literacy needs of all learners. Such programming can be daunting, particularly in classrooms with students from diverse backgrounds. This paper documents a year-long professional learning initiative involving 21 educators through which instructional coaches facilitated large group meetings in conjunction with student-centred coaching at the participating teachers’ schools. An analysis of anecdotal data from the coaches and teacher-participants highlight the importance of understanding curriculum expectations, collegial relationships between coaches and teachers, and authentic opportunities for students to take pride and ownership of their learning. We offer this two-layered professional learning framework to help guide researchers and educators engaged with comprehensive literacy programming in diverse schools.

Authors

• Cristina Alexandra Guerrero, University of Toronto

• Megan Ramsay, Toronto District School Board 

• Arpita Ghosal, Toronto District School Board 

• Jennifer Skilton, Toronto District School Board