Title

Literacy Coach Effectiveness: The Need For Measurement

Keywords

Accountability; Achievement; Coaching; Directors; Leadership; Literacy; Outcomes; Principals; Reading

Abstract

PurposeLiteracy coaches can play a valuable role in the improvement of student learning outcomes. The authors’ purpose is to describe their time use, student learning, and principals’ understanding leading to advocacy for development of literacy coach effectiveness measures. Design/methodology/approachBy analyzing four related studies, the authors use quantitative and qualitative methods to develop five themes and the need for measures of effectiveness. Areas of role and use of time, principals’ understanding, and need for empirical, rather than perceptual research are explored. FindingsFindings on the relationship of use of time and student reading outcomes, and perceptions of impediments and enhancements to impact on effectiveness are discussed and lead to the identification of the need for effectiveness measures. Research limitations/implicationsLimitations include the singular US region where the four studies were conducted and the small samples. The four studies did not use precisely the same methods so this is an additional limitation. Further research in various regions and with larger samples are needed to draw definitive conclusions. Practical implicationsGreater understanding of the context of literacy coaches, including understanding by principals, may lead to measurement. This measurement will inform principals and school directors on literacy coaches’ roles which may increase fidelity of the implementation of the position with the original intent. There has not been an accountability system for literacy coaches related to improved student learning, making this concept important to professionalization of literacy coach position. Originality/valueGiven that available research on the value of literacy coach positions is perceptual, rather than based on student outcome data, the need for development of effectiveness measures may result in greater fidelity of implementation of the position. Resulting role clarification and the extent to which implementation of literacy coaches can be expected to improve student achievement is a contribution.

Publication Date

5-31-2013

Publication Title

International Journal of Mentoring and Coaching in Education

Volume

2

Issue

1

Number of Pages

34-46

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1108/20466851311323078

Socpus ID

84958538337 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84958538337

This document is currently not available here.

Share

COinS