Literacy Coaching Through a Community Partnership

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Partnerships, Practices, and Productivity: Reimagining Community Engagement and Teacher Education

Abstract

Instructional coaching has been deemed effective in bolstering teacher competency; yet, a model for instructional coaching in literacy has not been developed. Using the facilitation theory framework, this study was an evaluation of the impact of instructional coaching, within a community-engaged-scholarship partnership, on junior high school teachers’ knowledge and practices in reading and writing development. Interviews, focus groups, and observations were conducted with 10 participants (one university faculty coach, two school administrators, and seven teachers) over 1 year of collaboration. The main goal of the paper was to provide evidence of how the strategies that the instructional coach used impacted teachers’ practices and increased student engagement. This study yielded an example of instructional coaching and successful community partnership.

Author

• Tala M Karkar Esperat, Eastern New Mexico University