Perspectives on literacy coaching: defining roles and expectations

Abstract

ABSTRACT This qualitative study examines the roles and expectations of teacher leaders who support teachers in their literacy instruction, termed literacy coaches. It explores literacy coaches', teachers', and administrators’ perceptions about literacy coaching efforts established in a state in the US that recently implemented a large-scale funding initiative, the Teacher Leadership Compensation System. Survey data and interviews were analyzed to inform an understanding of the practices that each participant group expected literacy coaches to engage in and how those expectations differed. Additionally, this study explored how literacy coaches reported being prepared for their role and how that differed from how administrators and teachers believed literacy coaches were prepared. It discusses the connections to the importance of establishing a well-articulated literacy coaching program and how clarifying the role of the literacy coach can contribute to the effectiveness of literacy coaching.