Three Coaching Priorities for Enhancing Teacher Practice in Disciplinary Literacy Instruction in the English Language Arts

Discipline-specific literacy instruction is key to supporting adolescents' overall literacy development. Job-embedded professional development that supports teachers' discipline-specific literacy instruction via instructional coaching is a promising approach to enacting disciplinary litera...

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Bibliographic Details
Published inJournal of adolescent & adult literacy Vol. 63; no. 1; pp. 73 - 82
Main Authors Di Domenico, Paula, Elish-Piper, Laurie, Manderino, Michael, L'Allier, Susan K
Format Journal Article
LanguageEnglish
Published Wiley-Blackwell 01.07.2019
Subjects
Coaching (Performance)
English
English Instruction
English Teachers
Faculty Development
Intellectual Disciplines
Language Arts
Literacy Education
Teacher Collaboration
Teaching Methods
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Summary:Discipline-specific literacy instruction is key to supporting adolescents' overall literacy development. Job-embedded professional development that supports teachers' discipline-specific literacy instruction via instructional coaching is a promising approach to enacting disciplinary literacy instruction in English language arts (ELA) classrooms. Findings from a multiyear study of instructional coaching yielded three priorities that coaches can use as a guide when collaborating with ELA teachers: ensuring that collaboration is sustained over time, considering teachers' knowledge to create a coaching plan, and adopting a distributed expertise approach to create a collaboration in which both coach and teacher have ownership in the process. Examples from the multiyear study and suggestions for coaches' practice when working with ELA teachers are shared.
ISSN:1081-3004
DOI:10.1002/jaal.943