Abstract
Literacy coaches are more effective when they have a clear plan for their collaborations with teachers. This article provides details of such a plan, which involves identifying a problem, understanding the problem, deciding what to do differently, and trying something different. For each phase of the problem-solving model, there are key tasks for literacy coaches that will help them assist their teacher partners. The article also provides two other common models of teacher problem solving and explains why they are not as effective in supporting teachers in the coaching cycle.
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