Literacy+Coaching

**Introduction to [|Literacy Coaching: The New Promise] **

Over the last two years, I have been trained to be a literacy coach, following a student-centered model. I work with classroom teachers to analyze student work and develop instructional plans that address student needs. The instructional plan is evaluated based on student outcomes. Due to my role as a literacy coach, the article "Fulfilling the Promise of Literacy Coaches in Urban Schools" by Barbara Steckel caught my attention. Steckel's work shows that teachers, coaches, and principals perceived an increase in the teacher's knowledge in regards to literacy instruction as a result of participating in coaching. Also notable is the perceived shift in culture, as described by increased professional discussions and collaboration, was reported.  **Reflection ** This case study demonstrates how job-embedded, sustained professional development is perceived to transform learning environments. I appreciated the design of the coaching described in the article, in that it was 90 minutes and lasted the entire school year. The current format of coaching within my district is a six-week cycle, typically 30-60 minutes per day. I have often felt that the six-week window is not long enough to evoke large-scale change. However, the shorter cycle allows for small changes in more individuals. The student-centered framework is a coaching model that I embrace thanks to its focus on student outcomes, as opposed to teacher behavior. Although these variables are not independent, the focus on student outcomes nurtures a collaborative relationship between coaches and teachers.

Administrator Standard #3; Content Guidelines D, G Administrator Standard #4; Content Guideline F