The Emotional Landscapes of Literacy Coaching

Hunt, Carolyn; Handsfield, Lara J.

doi:10.1177/1086296x12469969

Cited by 55 publications

(19 citation statements)

References 56 publications

(151 reference statements)

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“…In a recent literature review of a decade of research, Eastman (2019) detailed how coaching can enhance professional confidence and shape an educator’s identity while building trust in a PL relationship. If “coaching has the potential to provide true transformative change” (Eastman, 2019, p. 4), then coaching coaches is likely to significantly impact the educators they coach (Hunt and Handsfield, 2013).…”

Section: Background and Review Of Literaturementioning

confidence: 99%

Facilitating professional learning for technology coaches through cross-district collaboration

Gallagher

Grierson

Susin

2023

IJMCE

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Purpose This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher.Design/methodology/approach Technology coaches from different school districts and their respective colleagues participated in book studies as part of their PL. They reflected and debriefed individually and collaboratively with a researcher facilitator. Data were collected through interviews, field notes at meetings, observations, researchers’ reflections and artefacts. Qualitative data analysis methods were employed.Findings The findings offer a glimpse into (1) benefits of cross-district collaboration, (2) challenges finding resources for coaching, (3) career-long desire to learn and (4) time to build and sustain cross-collaborations.Practical implications Conclusions suggest that DL and STEM/L coaches benefit from their own dedicated, differentiated programme of PL supported by each other (as from other districts) and a researcher facilitator. Educational implications are offered for researchers and other school district stakeholders for consideration for them to foster coaches’ collaborative PL.Originality/value Importantly, this project is an exemplar of how to support coaches’ PL and growth through researcher facilitation of cross-district collaborative learning.

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Section: Background and Review Of Literaturementioning

confidence: 99%

Facilitating professional learning for technology coaches through cross-district collaboration

Gallagher

Grierson

Susin

2023

IJMCE

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“…In the case of Jax, Sandi, and their fellow facilitators, CPD aligns with their goal of circulating power in its focus on meeting "the social justice needs of teachers who view education as a vehicle for social change" (Picower, 2015, p. 2) by, among other things, acknowledging how systems of inequity influence educational access and opportunity. Facilitators nurture sustained, trusting teaching and learning relationships (Lowenhaupt, McKinney, & Reeves, 2014) and continually critically examine their positionality, relationships, and power to create systematic change with colleagues (Hunt & Handsfield, 2013).…”

Section: Facilitator Rolesmentioning

confidence: 99%

Facilitation Literacy: Circulating Power in Professional Learning Conversations With Teacher Colleagues

Lillge¹

2020

J Adolescent & Adult Lit

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The author describes how and why a team of literacy leaders fruitfully studied their own efforts to address the challenges they faced in supporting teacher colleagues’ learning and teaching. Actively resisting facilitation models that privilege facilitators’ power to fix colleagues’ dilemmas and consistent with their belief that professional learning is socially constructed, the facilitators adopted a view of power as a resource that, when circulated, offers people opportunities to be who they wish, and be seen as knowledgeable without challenge. To explore ways of circulating power, the facilitators studied transcripts of their interactions with colleagues. Through co‐analysis of their transcripts, the team identified five discursive strategies supporting circulation of power: identifying sticking points, listening, posing clarifying questions, reframing the challenge, and soliciting feedback. The facilitators’ efforts to circulate power cultivated generative social and discursive spaces, which afforded their colleagues opportunities to negotiate self‐identified dilemmas to advocate for themselves and their students’ literacy learning.

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“…For productive coaching to occur, coaches must respect, listen and build credibility with teachers, make themselves always available and visible among teachers, and maintain the trust/confidentiality with teachers (Heineke, 2013). Hunt and Handsfield (2013) investigated the experiences of first year literacy coaches and their negotiation of power as they are participating in literacy coach professional development and providing professional development opportunities to teachers. Data collection methods were two 60-minutes semi-structured interviews, observations, and artifacts (samples from participant reflection journals, documents from training sessions, and information about assignments) from five professional development sessions.…”

Section: Coaching Approaches In Educationmentioning

confidence: 99%

A Review of Teacher Coaching and Mentoring Approach

Ali¹,

Wahi²,

Yamat³

2018

IJARBSS

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This paper presents a review of teacher coaching and mentoring approach in terms of its development in the educational realm, underpinning concepts and implementation for teachers' Continuous Professional Development (CPD). The aim of the paper is to elucidate the competing notions and issues pertinent to the teacher coaching and mentoring approach. A library research on mainstream journals was carried out to find out recent reviews and meta-analyses of teacher coaching and/or mentoring, empirical studies and complemented by online research on the websites of leading coaching and professional development organizations as well as expert consultants, including researchers and authors of key studies. The review indicates gradual patterns of expansion of teacher coaching and mentoring approach that suit a wide range of educational purposes. The review also discloses that teacher coaching and mentoring approach is proven to be a promising practice for teacher learning, teacher change and ultimate improvement in students' achievement. The outcome of the review has implications on future studies on teacher coaching and mentoring approach and the needs for more validations on the effectiveness of such approach to enhance teachers' skills, reflective practice and professional development as a whole.

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The Emotional Landscapes of Literacy Coaching

Cited by 55 publications

References 56 publications

Facilitating professional learning for technology coaches through cross-district collaboration

Facilitating professional learning for technology coaches through cross-district collaboration

Facilitation Literacy: Circulating Power in Professional Learning Conversations With Teacher Colleagues

A Review of Teacher Coaching and Mentoring Approach

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