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• W1594958353 abstract "Literacy coaches are educators who work with teachers to improve both teaching and student learning in literacy. Within the last decade, literacy coaching has become a popular form of professional development utilized in schools in Canada and the United States (Lynch & Alsop, 2007). But while popular, it has been noted by researchers and educators that the research supporting the use of coaching is limited (Askew & Carnell, 2011; Casey, 2006; Dole & Donaldson, 2006). There are only a handful of research studies that investigate whether coaching is successful and if, in fact, it has made an impact on teaching and learning. Defining successful literacy coaching is, of course, subjective. What is success in literacy coaching? Is success improved tests scores, a change in teaching practices, or other indicators? Who determines literacy coaching's success -teachers, principals, coaches, administrators, or the government? This paper is a part of a larger research study that also examined the relationships among the players in literacy coaching (Ferguson, 2011a) and the role of the coach (Ferguson, 2011b). This portion of the research seeks to reveal how the participants in literacy coaching (teachers, coaches, and principals) define and view success within their own literacy coaching programs. The research question guiding this paper is: how do principals, literacy coaches, and teachers view success in a literacy coaching program?Indicators of Success in Literacy Coaching in the LiteratureWhen reviewing the extant literature on literacy coaching, two main indicators of success emerge: increased student achievement and the changing of teaching practices.Increased Student AchievementThere are many anecdotal accounts that describe the positive effects of literacy coaching on student achievement (e.g. Sturtevant, 2004; Walpole & McKenna, 2004) or research implies a relationship but does not make direct links between literacy coaching and student achievement (e.g. Lapp, Fisher, Flood, & Frey, 2003; Morgan et al., 2003; Peterson, Taylor, Burnham, & Schock, 2009). Some literature does directly explore the connection between literacy coaching and student achievement; however, the results of these studies are inconsistent. Booth Olson & Land (2008), Elish-Piper and L'Allier (2010), and Carlisle and Berebitsky's (2011) have found a positive connection between literacy coaching and student achievement. But the research of Cusumano, Armstrong, Cohen, and Todd (2006), Feighan and Heeren (2009), and Marsh, McCombs, and Martorell (2012), report that literacy coaching had no effect on student achievement. These studies are briefly reviewed in the following section.First, Booth Olson & Land (2008) used a quasi-experimental design to study secondary school literacy coaching in three school districts over three years in California. They found that students in classes whose teachers were supported by literacy coaching showed significant gains in writing achievement. Booth Olson & Land (2008) conclude that when literacy coaching is used in conjunction with professional development, it provides an initial boost to the effectiveness of writing instruction, and this boost is sustained in following years.Elish-Piper and L'Allier (2010) investigated literacy coaching in the early primary grades (K-1) in one school district in the United States. Elish-Piper and L'Allier (2010) used hierarchal linear modeling and multiple regression modeling to study literacy coaching and its relationship to student reading achievement. The researchers found that in-class coaching activities, such as observation, are more likely to lead to increases student achievement than other coaching activities. While the study is limited to the effects of only 5 literacy coaches, the results of the impact of literacy coaching on student achievement are promising.Carlisle and Berebitsky (2011) conducted a larger quasi-experimental study researching the impact of 21 literacy coaches on first grade students and teachers in Reading First schools across Michigan. …" @default.
• W1594958353 created "2016-06-24" @default.
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• W1594958353 date "2014-04-01" @default.
• W1594958353 modified "2023-09-26" @default.
• W1594958353 title "How Three Schools View the Success of Literacy Coaching: Teachers’, Principals’ and Literacy Coaches’ Perceived Indicators of Success" @default.
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