Three Ways That Literacy Coaches Balance Responsive and Directive Relationships with Teachers

Ippolito, Jacy

doi:10.1086/653474

Cited by 78 publications

(61 citation statements)

References 5 publications

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“…This is in line with previous work demonstrating the tremendous variety of practices performed by literacy coaches (e.g., Atteberry & Bryk, 2011;Bean et al, 2010;Deussen et al, 2007;Ippolito, 2010;Scott et al, 2012). However, importantly, most previous work has assumed that this variation occurs at the coach level (e.g., Bean et al, 2010;Camburn, Kimball, & Lowenhaupt, 2008;Marsh et al, 2008), with one study even going so far as to define five categories of coaches based on their interactions with teachers (Deussen et al, 2007).…”

Section: Variation In Coachingsupporting

confidence: 92%

“…Other descriptive analyses of literacy coaching (e.g., Atteberry & Bryk, 2011;Deussen et al, 2007;Ippolito, 2010;Scott et al, 2012) Few studies to date have attempted to link variation in coaching with variation in instructional practice. Garet and colleagues (2008) examined predictors of variation in coaching time, and found that the only predictors were teaching credential, such that teachers who lacked a regular credential received more coaching time, and logistical factors, such as the total number of teachers assigned to a coach.…”

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confidence: 99%

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Teacher implementation of an adolescent reading intervention

Troyer¹

2017

Teaching and Teacher Education

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Section: Variation In Coachingsupporting

confidence: 92%

mentioning

confidence: 99%

Teacher implementation of an adolescent reading intervention

Troyer¹

2017

Teaching and Teacher Education

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“…Thus, coaches were "responsive," facilitating individual change and principals were "directive," facilitating system-wide change (Ippolito, 2010). Finally, the Literacy Coaches Network treated principals as an essential component in the change process.…”

Section: Influence Of the Training Program On Coach Role Enactmentmentioning

confidence: 99%

How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching

Mangin

Dunsmore²

2014

Educational Administration Quarterly

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Purpose: Instructional coaching is framed as both a means for systemic and individual reform. These competing conceptualizations of coaching as a mechanism for change have not been systematically examined, and therefore, we know little about how the framing of instructional coaching initiatives affects the enactment of coaching. In response to this gap in the literature, we examined one district's efforts to use literacy coaching as a means to facilitate system-wide changes in literacy practice. Our investigation asks: How does the framing of coaching as a lever for systemic and/or individual reform influence the enactment of literacy coaching? Research Methods: Qualitative data were collected from four literacy coaches in one district including time allocation logs, interviews (n = 32), recorded discussions, and written documentation. Additional data related to the coaches' training program included observations of 22 training sessions, interviews with the program leaders (n = 7) and regional district leader (n = 3), and survey data from training participants. Findings:Although the coaches in this study aimed to support systemwide changes in literacy practice, the training they received framed coaching as a means to support individual learning. In turn, the change strategies that the coaches employed mirrored this theory of change and focused on being responsive to individual teachers' particular needs, often at the expense of school and district goals. Thus, the findings from this research suggest that the framing of coach roles may influence enactment in consequential ways and raise questions about how coaching can be framed to support both individual and systemic reform. Implications: The findings from this research have implications for the framing of coach roles, the skills and knowledge needed for coaching, and the kinds of professional learning opportunities available to coaches.

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“…Finally, we developed a model for professional development based on a directive model of coaching (Deussen, Coskie, Robinson, & Autio, ). Labeled in many ways, including expert consultant (Gersten, Morvant, & Brengelman, ), technical coach (Denton & Hasbrouck, ), expert mentor (Carlisle & Berebitsky, ), and sounding board and advisor (Sperry, ), directive coaches often assume the role of knowledgeable specialists and “are assertive about what instructional practices teachers must implement” (Ippolito, , p. 165). Often referred to as an outside‐in approach (Sheridan, Edwards, Marvin, & Knoche, ), directive coaching has been shown to improve teachers' practices (Pianta, Mashburn, Downer, Hamre, & Justice, ).…”

Section: Reading Materials and The Read Malawi Programmentioning

confidence: 99%

Supporting Change in Literacy Instruction in Malawi

et al. 2014

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In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five‐month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.

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Three Ways That Literacy Coaches Balance Responsive and Directive Relationships with Teachers

Cited by 78 publications

References 5 publications

Teacher implementation of an adolescent reading intervention

Teacher implementation of an adolescent reading intervention

How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching

Supporting Change in Literacy Instruction in Malawi

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