Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Dr. John Eller
Dr. David Lund
Dr. Eva White
Dr. Plamen Miltenoff
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
literacy coaching, instructional coaching, professional development, collaboration, teaching
Teaching matters and research shows school-based coaching responds to the national priority of improving instruction (Bright &Hensley, 2010). Research confirms the importance of developing strong, collaborative work environments such as a long-standing potential for change that positively impacts teachers' facilitation of student learning (Dixon & Palmer, 2002; Fullen, 2008; Guskey, 2003). The goal of instructional coaching is to foster and support professional development. What's more, the coach can help guide teacher learning experiences into purposeful instructional targets and goals (Brown, 2016). Literacy coaching can support the goal of developing a collaborative work environment where teachers have sustained support in meeting the literacy needs of students.
This quantitative study provides school leaders with a better understanding of teacher and literacy coach reported effective strategies, collaboration efforts, and challenges in having literacy coaches support K-5 teachers in implementing literacy practices beyond one-time professional development opportunities. In addition, the study can provide school leaders, teachers, and instructional coaches with guidelines to identify what leadership does to maintain high literacy expectations supported by instructional coaches.
Bushman, Jenny, "Examining the Impact of K-5 Literacy Coaches on Teachers' Implementation of Literacy Practices and the Role of Leadership in Maintaining High Literacy Expectations Supported by Instructional Coaches" (2021). Culminating Projects in Education Administration and Leadership. 88.