Literacy Coaching as Leadership: Implications for Practice and Policy

• In Event: Literacies and Leadership Across Divides

Abstract

In this national study of specialized literacy professionals who self-identified as coaches, results indicated that respondents found individual coaching to be more impactful than small group coaching. Both teacher and administrator-level context factors were related to coaching activities. Most frequently, teachers volunteered to be coached. However, there was more coaching in schools in which all teachers were coached. Respondents indicated the primary challenge was the lack of clear expectations for role and activities.

Authors

• Rita Bean, University of Pittsburgh

• Virginia Goatley, University at Albany, SUNY

• Diane Kern, University of Rhode Island

• Adam Brieske-Ulenski, Bridgewater State University

• Jacy Ippolito, Salem State University

• Kevin Smith, Florida State University

• Keith Trahan, University of Pittsburgh

• Susan K L’Allier, Northern Illinois University

• Pamela A Mason, Harvard University

• Aimee L. Morewood, West Virginia University

• J. Helen Perkins, University of Memphis

• Bethanie Pletcher, Texas A&M University - Corpus Christi

• Dana A Robertson, Virginia Tech