Introduction: Growing Evidence to Support Coaching in Literacy and Mathematics

Sailors, Misty; Shanklin, Nancy

doi:10.1086/653467

Cited by 42 publications

(26 citation statements)

References 20 publications

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“…In prior work, we have established the benefit of teachers’ engagement in ongoing, one-on-one consultation and feedback loops focused on teacher-child interactions (Pianta et al, 2008). This positive effect of focused coaching or consultation for improving teachers’ interactions with children has been found in other recent studies of early childhood classrooms (Domitrovich, Gest, Gill, Bierman, Welsh, & Jones, 2009; Neuman & Wright, 2010; Raver, Jones, Li-Grining, Metzger, Smallwood, & Sardin, 2008) and in the k-12 grades (e.g., Cantrell & Hughes, 2008; Sailors & Shanklin, 2010; Walpole, McKenna, Uribe-Zarain, & Lamitina, 2010). …”

Section: Discussionsupporting

confidence: 77%

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

et al. 2011

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As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers’ classrooms. High levels of support for teachers’ implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children’s literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs.

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Section: Discussionsupporting

confidence: 77%

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

et al. 2011

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“…They suggested that teachers should coach each other in complimentary ways. Coaching is a class-based support given by qualified, knowledgeable individuals to teachers and coaches to explore the ways on how to increase teaching practices of the teachers by using their own students [47]. Applications of coaching differ both within and between schools [48].…”

Section: Reconceptualization Of Instructional Leadership: Distributedmentioning

confidence: 99%

The Relationship between Instructional Leadership Style, Trust and School Culture

Şenol¹,

Lesinger²

2018

Leadership

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School culture is a phenomenon that is created by students, teachers, administrators, parents, and other school staff members. It is formulated and operated by the school administrators. School culture is acquired in form of habits, beliefs, perceptions, behaviors, and norms, and influences every aspect of how a school functions, including the methods of communication and the style of leadership of the school. Organizational trust in schools may not be formulated without school culture and the stakeholders of education are the key actors, who play crucial roles at the provision of organizational trust. Quality of the communication among administrators and other stakeholders plays an important role in constructing trust in a school, increasing motivation, and creating opportunities to express the needs and expectations to each other. Different perceptions among teachers and school administrators on educational leadership may cause problems regarding the organization of the school. This may in turn become a source of organizational conflict. This chapter involves the definition of instructional leadership, general features of an instructional leader, reconceptualization of instructional leadership as distributed leadership; concept of school culture and its features; and concept of institutional trust and role of instructional leadership in constructing school culture and trust in schools.

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“…According to the position statement of the International Reading Association (2004), literacy coaches are supposed to support teachers and provide ongoing professional development. Sailors and Shanklin (2010) elaborated further to define coaching as the "sustained classroom-based support from a qualified and knowledgeable individual who models research-based strategies and explores with teachers how to incorporate these practices using the teachers' own students" (p. 1).…”

Section: Literacy Coachingmentioning

confidence: 99%

Growing the Good Stuff

Zoch

2015

Journal of Literacy Research

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This ethnographic study reports on one elementary literacy coach's response to highstakes testing and her approach to support third-through fifth-grade teachers in a Title I school in Texas. Sources of data included field notes and observations of classes and meetings, audio/video recordings, and transcribed interviews. The findings illustrate how the literacy coach used her knowledge and beliefs about teaching reading along with her position of leadership to craft alternative responses to an environment that endorsed a skills-based approach to teaching reading and placed a strong emphasis on test preparation. Specifically, the literacy coach enriched the skills-based reading curriculum with reading workshop, supported teachers' learning and growth with teacher-centered inquiry groups, and focused on language and authentic literature as a way of preparing students for the test. These findings suggest that the literacy coach played an important role in supporting teachers with negotiating the demands of a high-stakes testing environment and in ways that did not necessarily compromise the literacy coach's beliefs. These findings also suggest the importance of a supportive school environment where teachers have a sense of community for support and professional growth.

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Introduction: Growing Evidence to Support Coaching in Literacy and Mathematics

Cited by 42 publications

References 20 publications

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

The Relationship between Instructional Leadership Style, Trust and School Culture

Growing the Good Stuff

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