Coaching in context: the role of relationships in the work of three literacy coaches

Abstract

In the United States and internationally, instructional coaching has been implemented as a mechanism to increase professional capacity, and in so doing improve student achievement. However, instructional coaches often face resistance from the teachers with whom they work; a manifestation of the egalitarian, isolated culture of teaching in many schools. In this paper, we analyze the daily roles of literacy coaches in three schools in one urban US school district. We explore how coaches' responsibilities are shaped by the everyday realities of their school contexts. Further, we discuss how coaches manage those realities through the relationships that they build. We found that building relationships and establishing rapport are the foremost concerns for literacy coaches in their first months on the job and continue to be central throughout their time as coaches. Implications for the design, implementation and evaluation of district literacy coaching initiatives are discussed.

Analyzing the Coaching Based Professional Development Process of a Special Education Teacher

“…In line with these findings, planning and determining goals during coaching, and pursuing the process via concrete and systematic steps are said to be significant in terms of monitoring whether goals are attained or not (Jovanova-Mitkovska, 2010;Onchwari & Keengwe, 2008). On the other hand, the relevant literature also underlines that the teacher should not only be a willing participant but also be aware of his/her professional development needs for coaching based professional development to be successful (Lowenhaupt et al, 2013;Rhodes & Beneicke, 2002). Accordingly, since he started questioning his competence at the beginning of the process and asked for help from a coach for development, the teacher-researcher in this study can clearly be said to have an acceptable level of awareness.…”

“…It is frequently emphasized in the literature that since cooperation promotes continuity and efficiency, it is an indispensable component of the coaching process (Cantrell & Hughes, 2008;Veenman & Denessen, 2001). With respect to the effectiveness of cooperation, it has been underpinned that the quality of communication and interaction between the teacher-researcher and the coach is of fundamental significance (Lowenhaupt et al, 2013;Rhodes & Beneicke, 2002). A closer look at the interaction between the teacher-researcher and the coach during the current study reveals that every step of the process was built on a number of quality interactions; namely, mutual respect, joint goals, joint decisions, and the equal opportunity to express their opinions.…”

“…In this respect, short-term and large-scale professional development activities, such as seminars and certificate programs, have received negative criticism due to their offering limited interaction opportunities (Orland-Barak, 2010). Studies indicate the importance of constant and systematic professional development approaches based on one-on-one cooperation (Hunzicker, 2011;Jovanova-Mitkovska, 2010;Lowenhaupt, McKinney, & Reeves, 2013). The importance of continuity has been underlined very frequently in studies on the professional development of teachers (Jovanova-Mitkovska, 2010;Orland-Barak, 2010).…”

“…Relevant studies in the literature report that coaching is effective since it allows not only the exchange of teaching skills and experiences but also the opportunity to make plans cooperatively and to share perspectives on teaching (Lowenhaupt et al, 2013;Wong & Nicotera, 2003). In their study examining the findings of five previous studies focusing on coaching, Veenman and Denessen (2001) aimed to determine the contributions that coaching offers to the professional development of the teachers included in the samples.…”

It's All About How you Frame It: A Sensemaking Perspective on the Instructional Coach Role

“…For example, one coach felt unprepared to lead teachers in data analysis and, therefore, did not do so. As part of a larger study of a division's literacy coaching initiative, Lowenhaupt, McKinney, and Reeves (2014) investigated the daily work of coaches within a subset of schools from the study. Through interviews and observations, the researchers ascertained that coaches found it difficult to build professional relationships with teachers and develop a culture receptive to coaching.…”