A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry
Location
1049
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Literacy coaching is not new to education. Since the 2001 shift in U.S. educational policy towards high-quality teacher training and accountability, and student achievement, literacy, or reading coach positions have been a core part of the educational institution (U. S. Department of Education, 2003). However, early in the initiative with undefined coaching roles and inadequate coach training, there was minimal impact on effective teacher development and instructional shifts towards closing the achievement gap (Dole, 2003; International Reading Association, 2004).
In the past ten years, assisted by the publication of numerous manuals focused on coaching as well as education for coaches, there is more understanding of literacy coaches’ roles and responsibilities. For example, Toll (2014) defines literacy coaches as “partners with teachers for job-embedded professional learning that enhances teachers’ reflection on students, the curriculum and pedagogy…” (p. 10). Literacy coaches recognize an important role of coaching is collaboration and partnerships with teachers. For these relationships to happen, coaches must build connections with teachers. Thus, coaches must have knowledge of adult learning theory and strong interpersonal skills (Toll, 2014). However, there is scant empirical evidence available about how coaches must build collaborative relationships, navigate other professional identities (Rainville & Jones, 2008) and responsive/directive distinctions between administration, teachers and district initiatives (Ippolito, 2010). This study, adds to the extant literature using a narrative inquiry approach. I share a personal narrative of my lived experience as a new literacy coach along with two early career English language arts (ELA) teachers as we maneuver our way together through their and my teacher practices of planning, teaching, collaboration, and building a professional learning community. I will seek to find the answers guided by the following Wonderments:
In what ways, do I as a literacy coach navigate between my roles and responsibilities to build partnerships with two English language arts teachers?
In what ways, do I as a literacy coach establish collaboration among these two teachers to build a professional learning community?
In what ways do these two teachers influence my coaching, modeling, and building relationships?
This narrative inquiry is grounded in the tenets of social constructivism (Ben & Kosnik, 2006), sociocultural theory (Bruner 1990; Vygotsky, 1978) constructivism (Dewey, 1916, 1933; Piaget, 1954; Vygotsky, 1978) and change theory (Fullan, 2001, 2006).
As a result, this presentation will guide the audience through the process of the study and the outcomes, which drive new studies and discoveries about the power of building relationships for successful coaching, teaching and learning.
Keywords
literacy coaching, narrative inquiry, building relationships, professional learning communities
A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry
1049
Literacy coaching is not new to education. Since the 2001 shift in U.S. educational policy towards high-quality teacher training and accountability, and student achievement, literacy, or reading coach positions have been a core part of the educational institution (U. S. Department of Education, 2003). However, early in the initiative with undefined coaching roles and inadequate coach training, there was minimal impact on effective teacher development and instructional shifts towards closing the achievement gap (Dole, 2003; International Reading Association, 2004).
In the past ten years, assisted by the publication of numerous manuals focused on coaching as well as education for coaches, there is more understanding of literacy coaches’ roles and responsibilities. For example, Toll (2014) defines literacy coaches as “partners with teachers for job-embedded professional learning that enhances teachers’ reflection on students, the curriculum and pedagogy…” (p. 10). Literacy coaches recognize an important role of coaching is collaboration and partnerships with teachers. For these relationships to happen, coaches must build connections with teachers. Thus, coaches must have knowledge of adult learning theory and strong interpersonal skills (Toll, 2014). However, there is scant empirical evidence available about how coaches must build collaborative relationships, navigate other professional identities (Rainville & Jones, 2008) and responsive/directive distinctions between administration, teachers and district initiatives (Ippolito, 2010). This study, adds to the extant literature using a narrative inquiry approach. I share a personal narrative of my lived experience as a new literacy coach along with two early career English language arts (ELA) teachers as we maneuver our way together through their and my teacher practices of planning, teaching, collaboration, and building a professional learning community. I will seek to find the answers guided by the following Wonderments:
In what ways, do I as a literacy coach navigate between my roles and responsibilities to build partnerships with two English language arts teachers?
In what ways, do I as a literacy coach establish collaboration among these two teachers to build a professional learning community?
In what ways do these two teachers influence my coaching, modeling, and building relationships?
This narrative inquiry is grounded in the tenets of social constructivism (Ben & Kosnik, 2006), sociocultural theory (Bruner 1990; Vygotsky, 1978) constructivism (Dewey, 1916, 1933; Piaget, 1954; Vygotsky, 1978) and change theory (Fullan, 2001, 2006).
As a result, this presentation will guide the audience through the process of the study and the outcomes, which drive new studies and discoveries about the power of building relationships for successful coaching, teaching and learning.
Comments
Breakout Session G