Transdisciplinary Literacy Coaching on a Continuum of Professional Learning

2021 ◽  
pp. 236-254
Author(s):  
Enrique A. Puig ◽  
Kathy S. Froelich
Keyword(s):  
Professional Learning ◽  
Literacy Coaching

Using critical discourse analysis to reflect on collaborative professional learning

2020 ◽  
Vol 9 (2) ◽  
pp. 153-167
Author(s):  
Carolyn S. Hunt ◽  
Deborah MacPhee
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Literacy Coaching ◽  
Reading Program ◽  
Critical Discourse ◽  
Data Sources ◽  
Literacy Coaches ◽  
Content Type

PurposeThis article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.Design/methodology/approachData presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.FindingsFindings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.Originality/valuePrevious literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

Exploring Literacy Assessment through Teacher Leader Collaborative Inquiry

2017 ◽  
pp. 224-238
Author(s):  
Carrie E. Hong ◽  
Geraldine Mongillo ◽  
Noreen Moore
Keyword(s):  
Professional Learning ◽  
Collaborative Inquiry ◽  
Literacy Coaching ◽  
Literacy Program ◽  
Teacher Leader ◽  
Classroom Teachers ◽  
Literacy Assessment ◽  
Graduate Level ◽  
Implementation Model ◽  
Research Findings

This chapter focuses on teacher leaders' coaching practice that fosters collaborative, inquiry-based, professional learning among classroom teachers to improve P-12 literacy assessment. The chapter reports on a research study that examines classroom teachers' leadership and coaching experience as a required assignment of the graduate level course in the M.Ed. in Literacy program. Based on the research findings, the chapter offers strategies for initiating, implementing, and evaluating collaborative inquiries on classroom or school-wide literacy assessment. The chapter includes suggestions for effective ways to implement and evaluate coaching to improve literacy assessment. Further, an implementation model and checklist for the effective collaboration and literacy coaching created based on the study suggests step-by-step processes and techniques to be used in urban and suburban P-12 schools.

Coaching Virtually to Support Professional Learning

2021 ◽  
pp. 016264342110360
Author(s):  
Amber Rowland ◽  
Suzanne Myers ◽  
Martha D. Elford ◽  
Sean J. Smith
Keyword(s):  
Professional Learning ◽  
Literacy Coaching ◽  
Building Relationships ◽  
Coaching Model ◽  
Virtual Spaces ◽  
Virtual Coaching ◽  
Implementing Change ◽  
Technology Tools ◽  
Key Steps ◽  
Specific Technology

Virtual coaching is emerging as a feasible method of providing ongoing, job-embedded, personalized professional learning to educators. This manuscript details how virtual coaching is different from on-site coaching in education. It describes field-tested strategies and technologies a coach can use to be successful when coaching virtually. There are key steps in the process for fully understanding an educator’s context, the students they support, building relationships, identifying locus of control, setting goals, choosing interventions, implementing change, tracking data, and engaging in reflection that are unique to coaching online. Specific technology tools can help facilitate each of these steps in the process. In this manuscript, we describe technology tools that virtual coaches used in their literacy coaching work. We organize these tools around a virtual coaching model, which was built specifically to coach educators in virtual spaces. We include a description of each phase, the technology that can be used to facilitate progress, a field-based example of its use, the time typically spent in each phase, and sample questions coaches may ask educators to support progression through the phases. In addition, we highlight current research on professional learning and virtual coaching.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

Sign in / Sign up

Export Citation Format

Share Document