Supports and challenges of early literacy coaches

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Education, Schooling

Abstract

Introduction Literacy is an issue across the nation as only 35% of fourth-grade students performed at or above proficiency in 2019 (NAEP, 2019). To support early literacy skills, a coaching project was initiated by an intermediate school district (ISD) in a midwestern state to advance the implementation of research based literacy promoting practices in pre-kindergarten classrooms. The current study examined the support needed for the early childhood literacy coaches of the ISD project to be effective in their coaching. In addition this study explored the strategies coaches found to be most effective when working with teachers using in-person or virtual programming. Research on coaching demonstrates how it can increase teachers’ literacy practices and positively affect children’s literacy development (Christ & Wang, 2013; Koh and Neuman, 2009).
Research Goals 1) What support have the literacy project coordinators and center directors provided to coaches in this coaching program? 2) What challenges have coaches faced implementing coaching in early childhood classrooms? 3) What strategies would make the coaching more effective for the coaches and teachers?
Methods Nine coaches who coached a total of 64 teachers, and the two project coordinators who supported the coaches participated in this study. The two-series interview method adapted from Seidman (2013) was used to ensure that focus groups with the coaches and the literacy project coordinators were informative as well as reflective
Analysis Analysis of the data was done using Atlas.ti software. In-vivo coding was initially used to identify categories that were then collapsed into dominant categories, and ultimately, overarching themes.
Results The three themes that emerged from the data were: things going well, challenges faced and next year changes. Table 1 shows specific codes sorted by theme. In the first theme of things going well, coaches shared strategies that helped support teachers’ growth, as well as self-growth. One coach mentioned they needed to “reassure teachers that growth can be a small amount” when working on goal setting. Many coaches voiced specific strategies they found most effective when working with teachers such as modeling, immediate feedback, and open communication.
Challenges that the coaches faced fell into the categories of communication and relationship; lack of time and buy-ins weaved throughout. Coaches were concerned by the lack of communication from the teachers and administrators at the centers. For relationships, a coach shared that teachers did not have time to have an in-depth conversation because of their duties and lack of administrative support.
Discussion and Implication With the state of the nation’s literacy scores, this information is valuable for states or counties to learn how an effective literacy coaching program can look like in early childhood classrooms. This research is especially significant as recommendations are derived from the coaches themselves, and demonstrates the importance role coaches play on teachers and their literacy practices. This information is relevant to all those who run coaching programs to see what foundations need to be put into place to have a successful coaching experience. Additional recommendations and implications will be discussed.

Authors

• Melissa Bishop, Coastal Carolina University
  Presenting Author

• Tomoko Wakabayashi, Oakland University
  Non-Presenting Author