Teacher Leaders' Collaborative Inquiry and Literacy Coaching to Improve P–12 Literacy Assessment

• In Event: Teacher Leaders and Collaborative Inquiry

Abstract

This paper will focus on teacher leaders’ collaborative inquiry and literacy coaching that fosters collaborative, inquiry-based, professional learning among classroom teachers to improve P-12 literacy assessment. The paper reports on a research study that examines in-service teachers’ leadership and literacy coaching practice as required activities in a graduate course of the M. Ed. in Literacy program. Discrete themes have emerged in the ways that teacher leaders completed the assigned activities in their school, addressing teachers’ leadership experiences during the initiation of collaborative inquiries, the implementation of literacy coaching, and the reflection of coaching practice. Findings of the study offer strategies for initiating, implementing, and evaluating collaborative inquiries and literacy coaching to improve literacy assessments within and beyond the classroom.

Authors

• Carrie Eunyoung Hong, William Paterson University

• Geraldine Mongillo, William Paterson University

• Noreen S. Moore, William Paterson University