Successful Partnerships Between Literacy Coaches and Novice K–2 Teachers: A Case Study (Poster 17)

• In Event: AERA Poster Session 6
  In Poster Session: Teaching, Teacher Preparation, and Teacher Professional Development in the Content Areas: A Poster Session (San Diego)

Abstract

This case study examined how literacy coaches and novice, K-2 teachers defined and characterized successful coaching partnerships. Seven coach and teacher dyads were selected from a larger, literacy-specific induction program for novice teachers. Analysis of semi-structured interviews revealed three themes for defining successful coaching: connection, trust, and communication. Participants reported modeling, debriefing, and providing resources as the most beneficial coaching strategies. Using a non-evaluative approach that fostered teacher autonomy supported their successful partnership. Specific traits of coaches and teachers are also described. This study further refines the understanding of what coaches and teachers are doing in successful partnerships. Further research will continue to explore how different conditions and contexts impact successful coaching partnerships.

Authors

• Marina Wagemaker, Duke University

• Jill F. Grifenhagen, North Carolina State University

• Jill S Jones, North Carolina State University

• Stephen McKinney, North Carolina State University