Leadership for literacy coaching: The principal's role in launching a new coaching program

Educational Administration Quarterly

Volumn 45, Issue 5, 2009, Pages 655-693

  Matsumura, Lindsay Clare ^a   Sartoris, Mary ^a   Bickel, Donna DiPrima ^a   Garnier, Helen E ^b  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Beliefs; Coaching; Elementary schools; Literacy coaching; Principals; Qualitative analysis

Indexed keywords

EID: 70449376923     PISSN: 0013161X     EISSN: 15523519     Source Type: Journal    
DOI: 10.1177/0013161X09347341     Document Type: Article

References (95)

1. Allington, R.L. (2006). President's message: Reading specialists, reading teachers, reading coaches: A question of credentials. Reading Today, 23(4), 16-17.
2. Bays, D.A., & Crockett, J.B. (2007). Investigating instructional leadership for special education. Exceptionality, 15(3), 143-161.
3. Bean, R.M. (2004). Promoting effective literacy instruction: The challenges for literacy coaches. The California Reader, 37(3), 58-63.
4. Beck, I.L., & McKeown, M.B. (2006). Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach. New York: Scholastic.
5. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
6. Begley, P.T. & Leithwood, K.A. (1990). The influence of values on school administrator practices. Journal of Personnel Evaluation in Education, 3, 337-352.
7. Berman, P., & McLaughlin, M.W. (1978). Federal programs supporting educational.
8. change, Vol. 8: Implementing and sustaining innovations. Santa Monica, CA: RAND. Block, C. C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford.
9. Block, C. C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford.
10. Borman, J., & Feger, S. (2006). Instructional coaching: Key themes from the literature. Providence, RI Brown University, Education Alliance.
11. Brewster, C., & Railsback, J. (2003). Building trusting relationships for school improvement: Implications for principals and teachers. Portland, OR: Northwest Regional Educational Laboratory.
12. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
13. Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
14. Burch, P., & Spillane, J.P. (2003). Elementary school leadership strategies and subject matter: Reforming mathematics and literacy instruction. Elementary School Journal, 103(5), 519-535.
15. Camburn, E.M., Kimball, S.M., & Lowenhaupt, R. (2008). Going to scale with teacher leadership: Lessons learned from a districtwide literacy coach initiative. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective teacher leadership: Using research to inform and reform (pp. 120-143). New York: Teachers College Press.
16. Coburn, C.E. (2001). Collective sense-making about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145-170.
17. Coburn, C.E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation in schools. American Educational Research Journal, 43(3), 343-379.
18. Coburn, C.E., & Russell, J.L. (2008). District policy and teachers' social networks. Educational Evaluation and Policy Analysis, 30(3), 203-235.
19. Coburn, C.E., & Stein, M.K. (2006). Communities of practice theory and the role of teacher professional development community in policy implementation. In M. I. Honig (Ed.), New directions in education policy implementation: Confronting complexity (pp. 25-46). Albany: State University of New York Press.
20. Cohen, D.K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 311-329.
21. Cohen, D.K., & Ball, D.L. (1990). Policy and practice: An overview. Educational Evaluation and Policy Analysis, 12(3), 233-239.
22. Collins, A., Brown, J.S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38-46.
23. Costa, A., & Garmston, R. (1994). Cognitive coaching: A foundation for Renaissance Schools. Norwood, MA Christopher-Gordon.
24. Cuban, L. (1993). Computer meet classroom: Classroom wins. Teachers College Record, 95(2), 185-210.
25. D'Andrade, R.G., & Strauss, C. (1992). Human motives and cultural models. Cambridge, UK: Cambridge University Press.
26. Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
27. Desimone, L.M., Porter, A.C., Garet, M.S., Yoon, K.S., & Birman, B.F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
28. Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43(4), 338-356.
29. Duessen, T., Coskie, T., Robinson, L., & Autio, E. (2007). Coach can mean many things: Five categories of literacy coaches in Reading First. Washington, DC: U.S. Department of Education.
30. Frost, S., & Bean, R.M. (2006). Qualifications for literacy coaches: Achieving the gold standard. Retrieved August 19, 2009, http://www.literacycoachingonline.org/briefs/LiteracyCoaching.pdf.
31. Gamse, B., Jacob, R., Horst, M., Boulay, B., & Unlu, F. (2008). Reading First impact study: Final report (NCEE Report No. 2009-4038). Washington, DC: National Center for Education Evaluation.
32. Garet, M.S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W.,et al.(2008). The impact of two professional development interventions on early reading instruction and achievement. (NCEE Report No. 2008-4031). Washington, DC: National Center for Educational Evaluation.
33. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
34. Garman, N., Glickman, C., Hunter, M., & Haggerson, N. (1987). Conflicting conceptions of clinical supervision and the enhancement of professional growth and renewal: Point and counterpoint. Journal of Curriculum and Supervision, 2(2), 152-177.
35. Garmston, R. (1987). How administrators support peer coaching. Educational Leadership, 44(2), 18-26.
36. Glennan, T.K., Jr. & Resnick, L. (2004). School districts as learning organizations: A strategy for scaling education reform. In T. K. Glennan Jr., S. J. Bodilly, J. Galegher, & K. Kerr (Eds.), Expanding the reach of education reforms: Collected essays by leaders in the scale-up of educational interventions (pp. 517-564). Santa Monica, CA: RAND.
37. Goldenberg, C. (2004). Successful school change: Creating settings to improve teaching and learning. New York: Teachers College Press.
38. Gusky, T.R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
39. Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional leadership and transformational leadership. Cambridge Journal of Education, 33(3), 329-351.
40. Hawley, W.D., & Valli, L. (1999). The essentials of effective professional development. A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco: Jossey-Bass.
41. Hirsch, E.D., Jr. (2003, Spring). Reading comprehension requires knowledge-of words and the world. American Educator, pp. 10-29, 48.
42. Hirsch, E.D., Jr. (2006, Spring). Building knowledge: The case for bringing content into the language arts block and for a knowledge-rich curriculum core for all children. American Educator, pp. 8-21, 28-29, 50-51.
43. Honig, M. (2006). Complexity and policy implementation: Challenges and opportunities for the field. In M. I. Honig (Ed.), New directions in education policy implementation: Confronting complexity (pp. 1-24). Albany: State University of New York Press.
44. International Reading Association. (2004). The role and qualifications of the reading coach in the United States: A position statement of the International Reading Association. Newark, DE: Author.
45. Joyce, B.R., & Showers, B. (1988). Student achievement through staff development. New York: Longman.
46. Joyce, B.R., & Showers, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.
47. Kennedy, M.M. (1987). Inexact sciences, professional development and the development of expertise. Review of Research in Education, 14, 133-167.
48. Knight, J. (2004). Instructional coaches make progress through partnership: Intensive support can improve teaching. Journal of Staff Development, 25(2), 32-37.
49. Kurki, A., Boyle, A., & Aladjem, D. (2006). Implementation: Measuring and explaining the fidelity of CSR implementation. Journal of Education for Students Placed at Risk, 11(3-4), 255-277.
50. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation, Cambridge, UK: University of Cambridge Press.
51. Leithwood, K.A., & Stager, M. (1989). Expertise in principals' problem-solving. Educational Administration Quarterly, 25(2), 126-161.
52. Leithwood, K.A., & Montgomery, D.J. (1986), The principal profile. Toronto, Ontario, Canada: Ontario Institute for Studies in Education.
53. Lieberman, A. (1987). Rethinking school improvement. New York: Teachers College Press.
54. Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76(8), 591-596.
55. Mangin, M.M. (2007). Facilitating elementary principals' support for instructional teacher leadership. Educational Administration Quarterly, 43(3), 319-357.
56. Mangin, M.M. (2008). The influence of organizational design on instructional teacher leadership. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective teacher leadership: Using research to inform and reform (pp. 77-98). New York: Teachers College Press.
57. Marks, S.M., & Printy, H.M. (2003). Shared leadership for teacher and student learning. Theory Into Practice, 45(2), 125-132.
58. Marsh, J.A., Hamilton, L.S., & Gill, B. (2008). Assistance and accountability in externally managed schools: The case of Edison Schools, Inc. Peabody Journal of Education, 83, 423-458.
59. Marsh, J.A., McCombs, J.S., Lockwood, J.R., Martorell, F., Gershwin, D., Naftel, S.,et al.(2008). Support literacy across the sunshine state: A study of Florida middle school reading coaches. Santa Monica, CA: RAND.
60. McLaughlin, M.W. (1990). The RAND change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19(9), 11-16.
61. Nelson, B.S., & Sassi, A. (2000). Shifting approaches to supervision: The case of mathematics supervision. Educational Administration Quarterly, 36(4), 553-584.
62. New Standards. (1999). Reading and writing grade by grade: Primary literacy standards for kindergarten through third grade. Washington, DC: National Center on Education and the Economy.
63. Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity-promises and practicalities. Washington, DC: Aspen Institute Program on Education.
64. Poglinco, S., Bach, A., Hovde, K., Rosenblum, S., Saunders, M., & Supovitz, J. (2003). The heart of the matter: The coaching model in America's Choice schools. Madison, WI: Consortium for Policy Research in Education.
65. Quint, J.C., Akey, T.M., Rappaport, S., & Willner, C.J. (2007). Instructional leadership, teaching quality, and student achievement: Suggestive evidence from three urban school districts. New York: MDRC. Retrieved August 19, 2009, fromhttp://www.mdrc.org/publications/470/full.pdf.
66. Resnick, L.B. (1995). From aptitude to effort: A new foundation for our schools. Daedalus, 124(4), 55-62.
67. Resnick, L.B., & Glennan, T.K., Jr. (2002). Leadership for learning: A theory of action for urban school districts. In A. M. Hightower, M. S. Knapp, J. A. Marsh, & M. W. McLaughlin (Eds.), School districts and instructional renewal (pp. 160-172). New York: Teachers College Press.
68. Resnick, L.B., & Hall, M.W. (2001). The principles of learning: Study tools for educators (Version 2.0) [CD-ROM]. Pittsburgh, PA: Institute for Learning.
69. Resnick, L.B., & Spillane, J.P. (2006). From individual learning to organizational designs for learning. In L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou (Eds.), Instructional psychology: Past, present and future trends. Sixteen essays in honor of Erik De Corte (pp. 257-274). Oxford, UK: Pergamon.
70. Riehl, C. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(11) 55-81.
71. Rivera, N., Burley, K., & Sass, J. (2004). Evaluation of school-based professional development (2002-03) (Publication No. 187). Los Angeles: Los Angeles Unified School District, Planning, Assessment, and Research Division.
72. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford, UK: Oxford University Press.
73. Roller, C. (2006). Reading and literacy coaches report on hiring requirements and duties survey. Newark, DE: International Reading Association.
74. Ross, J.A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
75. Ruff, W.G., & Shoho, A.R. (2005). Understanding instructional leadership through the mental models of three elementary school principals. Educational Administration Quarterly, 41, 554-577.
76. Schon, D.A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
77. Sebring, P.B., & Bryk, A.S. (2000). School leadership and the bottom line in Chicago. Chicago: Consortium on Chicago School Research.
78. Shanklin, N. (2006). Forum 1: Building relationships of coaches and principals. Retrieved August 19, 2009, fromhttp://www.literacycoachingonline.org/forums/buildingrelationshipsof coachesandprincipals.html.
79. Sinatra, G.M., Brown, K.J., & Reynolds, R. (2002). Implications of cognitive resource allocation for comprehension strategies instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 2-76). New York: Guilford Press.
80. Sparks, D., & Loucks-Horsley, S. (1990). Models of staff development. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 234-250). New York: Macmillan.
81. Spillane, J.P., Reiser, B.J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431.
82. Staub, F.C., & Bickel, D.D. (2003, August). Developing Content-Focused CoachingSM in elementary literacy: A case study on designing for scale. Paper presented at the biannual meeting of the European Association on Research and Instruction, Padova, Italy.
83. Staub, F.C., West, L., & Bickel, D.D. (2003). What is content-focused coaching? In L. West & F. C. Staub (Eds.), Content-Focused CoachingSM: Transforming mathematics lessons (pp. 1-17). Portsmouth, NH: Heinemann.
84. Stein, M.K., Smith, M.S., & Silver, E.A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237-269.
85. Stoelinga, S.R. (2008). Leading from above and below: Formal and informal teacher leadership. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective teacher leadership: Using research to inform and reform (pp. 77-98). New York: Teachers College Press.
86. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications.
87. Talbert, J., & McLaughlin, M. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York: Teachers College Press.
88. Veenman, S., & Denessen, E. (2001). The coaching of teachers: Results of five training studies. Educational Research and Evaluation, 7(4), 385-417.
89. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
90. Vygotsky, L. (1986). Thought and language. Boston: MIT Press.
91. Wayne, A.J., Yoon, K.S., Zhu, P., Cronen, S., & Garet, M.S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37(8), 469-479.
92. Weatherly, R., & Lipsky, M. (1977). Street-level bureaucrats and institutional innovation: Implementing special-education reform. Harvard Educational Review, 47(2), 171-197.
93. Wertsch, J.V. (1985), Culture, communication and cognition: Vygotskian perspectives. Cambridge, MA: Cambridge University Press.
94. West, L., & Staub, F.C. (2003). Content-Focused CoachingSM: Transforming mathematics lessons, Portsmouth, NH: Heinemann.
95. Willingham, D.T. (2006, Spring). How knowledge helps: It speeds and strengthens reading comprehension, learning-and thinking. American Educator, pp. 30-37.