A Model of Joint Action for Literacy Coaching: The Intersection of Consonance and Dissonance With Responsive and Directive Approaches

Abstract

This 7-month multiple case study investigated the nature of mediation through literacy coaching, a reflective framework, and video of classroom instruction and its impact on the development of four secondary-level teachers of English language learners. The participants and researcher/coach participated in a cycle of collaborative planning, enacting and videotaping lessons, and video reflection. Individual coaching sessions with video utilized a seven-step reflective framework. Data included coaching transcripts, classroom field notes, video, and interviews. Findings showed that the teachers and researcher/coach engaged in seven different joint actions: revoicing, building, reconceptualizing, disagreeing, suggesting, asking dissonant questions, and asking questions to develop understanding. Each of these actions was classified on one axis as responsive or directive and on another axis as consonant or dissonant. The intersection of the axes created quadrants representing categories of joint action that were present during coaching sessions and classroom visits: responsive/consonant, responsive/dissonant, directive/dissonant, and directive/consonant. Joint actions led

Literacy Coaching With Teachers of Adolescent English Learners: Agency, Sustainability, and Transformation for Equity

“…Building on a three-part coaching cycle (i.e., prelesson conversation, observation, postlesson conversation) and Dewey's (1933) work in reflection, I created the PD-CASE-R framework for literacy coaching with teachers of ELs using video of teachers' own lessons FEATURE ARTICLE (Reichenberg, 2018; see Table 2). The framework begins with teachers' perplexity to guide postlesson conversations.…”

“…The question is a pivot point for the session, offering a chance to fine-tune the trajectory. This is an opportunity for coaches to reconceptualize teachers' preliminary perplexity (Cazden, 2001;Reichenberg, 2018). Reconceptualization can support transformative reflection by connecting teachers' initial perplexity to larger issues of equity, critical to ELs.…”

Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher

“…Additionally, European Profiling Grid (EPG) emphasize that indepth training creates opportunities for teachers to learn new concepts, reflect on and refine current practices, and guide them to the best practice (North et al, 2011). Likewise, facilitating teachers with strategies of literacy learning and literacy enrichment through literacy coaching has become a profound solution discussed in many studies (Bean et al, 2015;House, 2017;Matsumura et al, 2010;Reichenberg, 2018). Literacy coaching is an in-depth style of literacy enrichment and professional development activity that provide a link to observation, feedback, and reflection on the practice.…”

“…The result showed a positive impact of the literacy coaching program on teacher teaching quality and students' literacy improvement. Reichenberg (2018) conducted a qualitative study to analyze a joint action literacy coaching on four secondary-level English teachers. The study focused on how the directive approach in a joint action literacy coaching program support teacher practice and development.…”

“…Likewise, as the more study is needed to develop a deep understanding on investigating the implementation of literacy coaching and how is the process of literacy coaching (Reichenberg, 2018) thus this present study is intended to fill the gap by investigating the implementation and the process of online literacy coaching program and the benefits of the implementation online literacy coaching program in facilitating teachers' literacy and teaching skills.…”