The Heart of the Matter: The Coaching Model in America's Choice Schools

Poglinco, Susan M.; Bach, Amy; Hovde, Kate; Rosenblum, Sheila; Saunders, Marisa; Supovitz, Jonathan A.

doi:10.1037/e383192004-001

Cited by 77 publications

(126 citation statements)

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“…Although the use of literacy coaches is currently in vogue, in part because of the largescale professional development mandated under the Elementary and Secondary Education Act (2001), there is little research on the impact of literacy coaches. Instead, most of the research details what coaches do, that is, how much time they spend in classrooms versus with other tasks (e.g., Alverman, Commeryas, Cramer, & Harnish, 2005;Coggins, Stoddard, & Culter, 2003;Poglinco et al, 2003;Roller, 2006;Smith, 2006). They do not report on the impact of coaches on teachers' beliefs and practices.…”

mentioning

confidence: 99%

The Impact of Literacy Coaches on Teachers’ Beliefs and Practices

Stephens

Morgan

DeFord

et al. 2011

Journal of Literacy Research

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The field of literacy education has long been concerned with the question of how to help classroom teachers improve their practices so that students will improve as readers. Although there is consensus on what characterizes effective professional development, the reading research on which this consensus is based most often is small scale and involves direct support provided by university faculty. The South Carolina Reading Initiative is an exception: It is a statewide, site-based, large-scale staff development effort led by site-selected literacy coaches. Although university faculty provide longterm staff development to the coaches, the faculty are not directly involved with the professional development provided to teachers. In this study we sought to understand whether site-based, site-chosen literacy coaches could help teachers' beliefs and practices become more consistent with what the field considers to be best practices. To understand teacher change, we used two surveys (Theoretical Orientation to Reading Profile, n = 817; South Carolina Reading Profile, n = 1,005) and case study research (n = 39) to document teachers' beliefs and practices. We also had access to a state department survey (n = 1,428). Across these data, we found that teachers' beliefs and Articles 216 Journal of Literacy Research 43(3)practices became increasingly consistent with best practices as defined by standards set by the South Carolina State Department of Education, standards that were consistent with national standards. This suggests that large-scale staff development can affect teachers when the providers are site-based, site-selected literacy coaches.

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confidence: 99%

The Impact of Literacy Coaches on Teachers’ Beliefs and Practices

Stephens

Morgan

DeFord

et al. 2011

Journal of Literacy Research

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“…Neufeld and Roper (2003), for example, used qualitative data to describe the actual work of coaches in four urban districts. Poglinco, et al (2003) conducted a descriptive study of coaching in 27 schools that implemented a comprehensive school reform model. Although they used a four-point rubric to evaluate teachers' practices against program standards, they did not measure change in teacher practice or assess effects of coaching on these practices, and most critically they did not examine effects of either coaching or teacher practices on student learning.…”

Section: Research On Literacy Coachingmentioning

confidence: 99%

Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning

Biancarosa¹,

Bryk

Dexter

2010

The Elementary School Journal

193

125

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“…The CPRE team deconstructed trust into some key indicators that would signal the existence of trusting, mutually beneficial relationships between coaches and teachers. Some of those indicators include accessibility, human relation skills, flexibility and individual interaction with the coach (Poglinco et al, 2003).…”

Section: Trust/relationship Buildingmentioning

confidence: 99%