Seven Guiding Principles for Literacy Coaches

L’Allier, S., Elish-Piper, L., & Bean, R. (2010).What matters for elementary literacy coaching? Guiding principles for instructional improvement and student achievement.

The Reading Teacher, 63(7), 544-554.

“Literacy coaching provides job-embedded, ongoing professional development for teachers” (p. 544).

Article shares synthesis of findings from several studies that led to 7 guiding principles for literacy coaches.

1) Coaching requires specialized knowledge of literacy processes, acquisition, assessment, instruction, and an understanding of adult learning principles. (p. 545

-546).

2) Time working with teachers is the focus of coaching and should be spent “engaged in activities such as observing,modeling, conferencing, co-teaching, and leading book study groups” (p. 546).

3) Collaborative relationships are essential for coaching.Coaches must “establish trust, maintain confidentiaity, and communicate effectively” (p. 547). Also, focus on needs of students, rather than what’s right or wrong with instruction,and become collaborators rather than evaluators. (p. 547) Connects with work of Wren & Reed, and Heineke.

4) Coaching should support student reading achievement and focus on a set of core activities, including administering and discussing assessments, observing teachers’ instruction, offering supportive feedback, and conferencing with teachers.(p. 548-549).

5) Coaching must be intentional and opportunistic. Opportunistic coaching often leads to intentional coaching sessions. Coaches must be “deliberate but flexible”

(p. 549).

6) “Coaches must be literacy leaders in the school” (p. 550).

7) “Coaching evolves over time” (p. 551).