What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement

Autor/inn/en	L'Allier, Susan; Elish-Piper, Laurie; Bean, Rita M.
Titel	What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement
Quelle	In: Reading Teacher, 63 (2010) 7, S.544-554 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.63.7.2
Schlagwörter	Literacy; Coaching (Performance); Reading; Elementary Schools; Grade 1; Grade 2; Kindergarten; Grade 3; Instructional Improvement; Academic Achievement; Reading Instruction; Reading Teachers; Faculty Development; Interviews; School Districts; Teaching Models; Pennsylvania + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Leseprozess; Lesen; Elementary school; Grundschule; Volksschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Unterrichtsqualität; Schulleistung; Leseunterricht; Reading Teaching; Reading teacher; Lehrer; Lehrerin; Lehrende; Lesenlernen; Interviewing; Interviewtechnik; School district; Schulbezirk; Lehrmodell
Abstract	Literacy coaches provide job-embedded professional development for teachers, and the number of literacy coaches in elementary schools is increasing. Although literacy coaching offers promise in terms of improving teacher practice and student achievement, guidance is needed regarding the qualifications, activities, and roles of literacy coaches. The seven guiding principles in this manuscript offer research-based directions for literacy coaching. The guiding principles address (1) the specialized knowledge needed for literacy coaching, (2) the amount of time that should be focused on working directly with teachers, (3) collaborative relationships with teachers, (4) research-based coaching activities, (5) intentional and "on-the-fly" coaching, (6) the coach as a literacy leader in the school, and (7) the evolution of the literacy coach over time. After each principle is introduced, the specific research that supports the principle is discussed. In addition, a vignette of each guiding principle is provided to illustrate the principle in action. (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10