Capstone Project Title
The question that guided the work of the researcher was: What impact would a research based coaching guide have on a coach’s effectiveness with teachers, understanding that the end goal of coaching is increased student achievement? Research suggested that professional learning via coaching is key to building capacity in teachers. However, the researcher found that the role of the literacy coach in many schools is one with little or no initial training or a core resource from which to anchor a coach’s work with teachers. Research clearly suggested that the instructional coach role lacks effectiveness if the coach does not have training, support, and resources. The researcher drew the following conclusions: Literacy coaching has the potential to positively impact student learning if, and only if, it is done well. Authentic coaching conversations must occur and should include the observation/feedback cycle. Research/theory based literacy coaching strategies provide a base for highly effective and differentiated coaching. Measuring the effectiveness of coaching as seen evidenced in change in teachers’ practice is essential to the process. In response to the research and personal experience, the author created a research based coaching guide that provides a synthesis of the research including recommendations, resources, and reference material. The guide includes resources for planning for coaching, coaching best practices, differentiated coaching resources, and ideas for measuring coaching effectiveness.
Leadership, Literacy, Staff Development
House, Mary E., "Literacy Coaching: A Research Based Coaching Guide" (2017). School of Education and Leadership Student Capstone Projects. 118.
School of Education Student Capstone Theses and Dissertations