Smith, A.T. (2006). The middle school literacy coach: Roles, contexts, and connections to teaching. Unpublished doctoral dissertation, University of Washington, Tacoma, WA. UMI ProQuest ATT 3224294

Author: Smith, A.T.


This qualitative case study examined the coaching experiences of three middle school literacy/instructional coaches, four principals, and six teachers in two school districts. Analysis of the data showed that the literacy coaches assumed a wide variety of roles related to either classroom instruction or school in general. The majority of the coaches' time was spent on schooling-related tasks. The context of middle school made literacy coaching visits with pre and post conferences difficult to schedule. When coaches did classroom coaching, the connections between the coaching work and changes in teacher learning and practice were few. There was not good alignment between teachers' knowledge, their implementation, and topics addressed in the literacy coaching. The study suggests that the coaching process can become fragmented when the coach assumes too many roles. Also, more connections need to be made between teacher knowledge and the nature of on-going literacy coaching.

Date Added: 09/26/2006


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