What matters for elementary literacy coaching? guiding principles for instructional improvement and student achievement

Reading Teacher

Volumn 63, Issue 7, 2010, Pages 544-554

  Lallier, Susan ^a   Elish Piper, Laurie ^a   Bean, Rita M ^b  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

Article; Childhood; Profdev

Indexed keywords

EID: 77950831053     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.63.7.2     Document Type: Article

References (36)

1. Bean, R.M., Belcastro, B., Draper, J., Jackson, V., Jenkins, K., Vandermolen, J., et al. (2008). Literacy coaching in Reading First schools: The blind men and the elephant. Paper presented at the National Reading Conference, Orlando, FL.
2. Bean, R.M., Jenkins, K., Belcastro, B., Wilson, R., Turner, G., & Zigmond, N. (2007, December). What reading coaches do and why they do it: A diary study. Paper presented at the National Reading Conference, Austin, TX.
3. Bean, R.M., Swan, A.L., & Knaub, R. (2003). Reading specialists in schools with exemplary reading programs: Functional, versatile, and prepared. The Reading Teacher, 56 (5), 446455. (Pubitemid 40176216)
4. Bean, R.M., & Zigmond, N. (2007, March). The work of coaches in Reading First schools and their roles in professional development. Presentation at American Educational Research Association Conference, Chicago, IL.
5. Bernhardt, V.L. (2008). Data, data everywhere: Bringing all the data together for continuous school improvement. Larchmont, NY: Eye on Education.
6. Biancarosa, G., Bryk, A., & Dexter, E. (2008, April). Assessing the value-added effects of Literacy Collaborative professional development on student learning. Paper presented at the meeting of the American Educational Research Association, New York, NY.
7. Blachowicz, C.L.Z., Obrochta, C., & Fogelberg, E. (2005). Literacy coaching for change. Educational Leadership, 62 (6), 5558.
8. Casey, K. (2006). Literacy coaching: The essentials. Portsmouth, NH: Heinemann.
9. Costa, A.L., & Garmston, R.J. (1994). Cognitive coaching: A foundation for Renaissance Schools. Norwood, MA: Christopher-Gordon.
10. Deussen, T., Coskie, T., Robinson, L., & Autio, E. (2007). "Coach" can mean many things: Five categories of literacy coaches in Reading First (Issues & Answers Report, REL 2007-No. 005). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved July 5, 2007, from ies.ed.gov/ncee/edlabs/ regions/northwest/pdf/REL-2007005.pdf
11. Dole, J.A. (2004). The changing role of the reading specialist in school reform. The Reading Teacher, 57 (5), 462471. doi:10.1598/RT.57.5.6 (Pubitemid 40176275)
12. Elish-Piper, L.A., & LAllier, S.K. (2007, December). Does literacy coaching make a difference? The effects of literacy coaching on reading achievement in grades K-3 in a Reading First district. Paper presented at the annual conference of the National Reading Conference, Austin, TX.
13. Flaherty, J. (2005). Coaching: Evoking excellence in others (2nd ed.). Burlington, MA: Elsevier Butterworth-Heinemann.
14. Froelich, K.S., & Puig, E.A. (2010). The literacy leadership team: Sustaining and expanding success. Boston: Pearson/Allyn & Bacon.
15. Frost, S., & Bean, R. (2006, September). Qualifications for literacy coaches: Achieving the gold standard. Retrieved March 20, 2009, from www.literacycoachingonline.org/briefs/LiteracyCoaching.pdf
16. Gibson, S.A. (2006). Lesson observation and feedback: The practice of an expert reading coach. Reading Research and Instruction, 45 (4), 295318.
17. 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: International Reading Association.
18. Kise, J.A.G. (2006). Differentiated coaching: A framework for helping teachers change. Thousand Oaks, CA: Corwin.
19. Knight, J. (2006). Instructional coaching: Eight factors for realizing better classroom teaching through support, feedback and intensive, individualized professional learning. School Administrator, 63 (4), 3640.
20. Knight, J. (2009). What can we do about teacher resistance? Phi Delta Kappan, 90 (7), 508513.
21. Knowles, M.S. (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey Bass.
22. LAllier, S.K., & Elish-Piper, L. (2006, December). An initial examination of the effects of literacy coaching on student achievement in reading in grades K-3. Paper presented at the annual conference of the National Reading Conference, Los Angeles, CA.
23. LAllier, S.K., & Elish-Piper, L. (2009, May). Literacy coaching in three school districts: Examining the effects of literacy coaching on student reading achievement. Paper presented at the annual conference of the International Reading Association, Minneapolis, MN.
24. Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Minneapolis: Center for Applied Research and Educational Improvement (University of Minnesota); Toronto: Ontario Institute for Studies in Education at the University of Toronto.
25. McCombs, J.S., & Marsh, J.A. (2009). Lessons for boosting the effectiveness of reading coaches. Phi Delta Kappan, 90 (7), 501507.
26. Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing institutional capacityPromises and practicalities. Washington, DC: Aspen Institute Program on Education; Providence, RI: Annenberg Institute for School Reform. Retrieved June 28, 2007, from www.annenberginstitute.org/pdf/Coaching. pdf
27. Perkins, S.J. (1998). On becoming a peer coach: Practices, identities, and beliefs of inexperienced coaches. Journal of Curriculum and Supervision, 13 (3), 235254.
28. Poglinco, S.M., Bach, A.J., Hovde, K., Rosenblum, S., Saunders, M., & Supovitz, J.A. (2003). The heart of the matter: The coaching model in Americas choice schools. Philadelphia: University of Pennsylvania Consortium for Policy Research in Education.
29. Quatroche, D.J., & Wepner, S.B. (2008). Developing reading specialists as leaders: New directions for program development. Literacy Research and Instruction, 47 (2), 99115. doi:10.1080/19388070701878816
30. Rainville, K.N., & Jones, S. (2008). Situated identities: Power and positioning in the work of a literacy coach. The Reading Teacher, 61 (6), 440448. doi:10.1598/RT.61.6.1
31. Roller, C.M. (2006). Reading and literacy coaches: Report on hiring requirements and duties survey. Newark, DE: International Reading Association.
32. Showers, B. (1984). Peer coaching: A strategy for facilitating transfer of training. Eugene, OR: Center for Educational Policy and Management.
33. Toll, C.A. (2005). The literacy coachs survival guide: Essential questions and practical answers. Newark, DE: International Reading Association.
34. Toll, C.A. (2006). The literacy coachs desk reference: Processes and perspectives for effective coaching. Urbana, IL: National Council of Teachers of English.
35. Vanderberg, M., & Stephens, D. (2009, January). What teachers say they changed because of their coach and how they think their coach helped them. Retrieved March 31, 2009, from www.literacycoachingonline.org/briefs/what- teachers-say-about-coaching-1.2.09.pdf
36. Walpole, S., & Blamey, K.L. (2008). Elementary literacy coaches: The reality of dual roles. The Reading Teacher, 62 (3), 222231. doi:10.1598/RT.62.3. 4