Relational literacy coaching and professional growth: an elementary writing teacher’s journey toward efficacy

Abstract

ABSTRACT This exploratory case study examines the impact of a relational approach to instructional coaching on an elementary school teacher’s development as an instructor of writing. During a year-long co-teaching project with the school literacy coach, the third-grade teacher shared stories of her complicated history with writing and self-perceived lack of confidence and skill. Through the lenses of heuristic and narrative inquiry, the data paint a portrait of her journey toward efficacy as a writing teacher and the role that relational coaching played in her transformation. The critical elements of site, extended time, collaboration, and differentiation frame the discussion of relational coaching. The findings that emerge highlight the critical nature of trust and vulnerability in co-constructed coaching conversations. The teacher’s increased confidence and competence led to improved outcomes for her students and sustained professional growth for the teacher as well as the literacy coach.