Sensemaking and Culturally Responsive Practice: Navigating Literacy Policy Together

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Culturally Sustaining Principles and Literacy Praxis (Table 11)

Abstract

This study explored how literacy coaches successfully understand, frame, and implement effective coaching for Science of Reading (SoR)-aligned instruction at individual school sites. Additionally, the study explored how collaboration with other coaches could support a coach’s ability to make sense of SoR-aligned instruction and how this collaboration supports culturally responsive practices in their schools. The study found that collaborative spaces can positively impact coaches and educators. In these spaces, participating coaches worked together to identify students' needs, using data and an understanding of students' backgrounds. Findings resulted in recommendations for the district that include streamlining priorities for educator improvement (Bryk, 2015) by investing in coaching through strategic professional development planning, including learning focused on the connection between diagnostic approaches and culturally responsive practice

Author

• Randi Stone, American University