Analyzing Teacher Participation in Literacy Coaching Activities

Teacher implementation of an adolescent reading intervention

“…This is in line with previous work demonstrating the tremendous variety of practices performed by literacy coaches (e.g., Atteberry & Bryk, 2011;Bean et al, 2010;Deussen et al, 2007;Ippolito, 2010;Scott et al, 2012). However, importantly, most previous work has assumed that this variation occurs at the coach level (e.g., Bean et al, 2010;Camburn, Kimball, & Lowenhaupt, 2008;Marsh et al, 2008), with one study even going so far as to define five categories of coaches based on their interactions with teachers (Deussen et al, 2007).…”

“…Other descriptive analyses of literacy coaching (e.g., Atteberry & Bryk, 2011;Deussen et al, 2007;Ippolito, 2010;Scott et al, 2012) Few studies to date have attempted to link variation in coaching with variation in instructional practice. Garet and colleagues (2008) examined predictors of variation in coaching time, and found that the only predictors were teaching credential, such that teachers who lacked a regular credential received more coaching time, and logistical factors, such as the total number of teachers assigned to a coach.…”

Toward Conceptual Clarity

“…First, a recurring theme in PLC literature is the need for organizational conditions in the form of supportive resources, structures, and systems that shape organizational capacity. Among these are the amount of time, information, materials, and other resources available in the school (Atteberry & Bryk, 2011;Mitchell & Sackney, 2000;Mulford, Silins, & Leithwood, 2004); supportive and shared decision making (Louis et al, 1996;Visscher & Witziers, 2004); and organizational resources and learning opportunities (Sackney et al, 2005). Second, the dimension of educators' relationships and climate of the school also reflects the organization's capacity and is suggested to play an important role in PLCs (Finnigan & Daly, 2012;Moolenaar & Daly, 2012).…”

“…Second, the dimension of educators' relationships and climate of the school also reflects the organization's capacity and is suggested to play an important role in PLCs (Finnigan & Daly, 2012;Moolenaar & Daly, 2012). Elements that are associated with this dimension are mutual trust, respect, and support among staff members, inclusive membership and openness, and partnerships (Atteberry & Bryk, 2011;Bryk & Schneider, 2002;Hipp, 2005;Hord, 1997Hord, , 2004Louis et al, 1996;McLaughlin & Talbert, 2001;Moolenaar, 2012;Stoll et al, 2006); (social) networks (Moolenaar & Daly, 2012;Penuel, Sun, Frank, & Galligher, 2012;Spillane & Kim, 2012); teacher socialization and organizational social conditions (Baker-Doyle, 2011;Leithwood & Louis, 1998;Marks & Louis, 1999); and quality of work life (Sackney et al, 2005). Third, most studies of PLCs acknowledge the importance of stimulating and participative leadership as a key dimension that is part of the organizational capacity that fosters PLCs.…”

“…Reforms implemented at the elementary level typically aim to build school-and teacher-level capacity through professional development initiatives (Coburn, Russell, Kaufman, & Stein, 2012;Leithwood & Louis, 1998;Smylie & Hart, 1999). Building capacity by promoting teachers' individual and collective learning is considered an important prerequisite for a school's ability to change and sustain improvement (Atteberry & Bryk, 2011;Hopkins, 2001;Parise & Spillane, 2010;Sleegers, Bolhuis, & Geijsel, 2005). Coupled with this emphasis on capacity, there has also been increased practical and scholarly attention to teacher professional learning (Doppenberg, den Brok, & Bakx, 2012;Hord, 1997;Mitchell & Sackney, 2000;Stoll, Bolam, McMahon, Wallace, & Thomas, 2006;Toole & Louis, 2002).…”