Evaluation of a Statewide Early Literacy Coaching Institute: A Focus on Coaching Conversations

• In Event: Evaluation of the Impact of Interventions and School Characteristics on Reading and Literacy Achievement

Abstract

This proposal presents early findings from a larger evaluation of a statewide Early Literacy Coaching Institute. Over an academic year, early literacy coaches audio-recorded a total of 49 coaching conversations with Pre-Kindergarten and Birth to Age 3 teachers. Transcripts were coded using a framework aligned to the state’s B-3 and PK Coaching Essentials. Frequencies of twelve coaching moves were compared between trained (39 treatment group) and untrained (10 control group) coaches, which revealed shared practices and distinct patterns across groups. Reflective questioning and observation-based feedback was common, while other coaching moves varied in emphasis and use. A second phase will analyze the coded comments to better understand how coaches apply each strategy and to inform improvements in early literacy coaching.

Authors

• Jeanne Schulte, Oakland University

• Stacy Brazell, Port Huron Area Schools

• Melissa A. Bishop, Oakland University

• Julie Joann Ricks-Doneen, Oakland University

• Patricia Schobloher, Oakland University

• Tomoko Wakabayashi, Oakland University

• Paola Andrea Guerrero-Rosada, University of California - Irvine