Professional Literature Summary

Considering Literacy Coaching Responsibilities in Terms of Teacher Change

Bib. Information (APA
Formatting):

Smith, A. (2009). Considering literacy coaching responsibilities in terms of teacher

change. Literacy Coaching Clearinghouse, 1-5. Retrieved from
http://www.literacycoachingonline.org/library.html

Author(s) Affiliation:

University of Washington Bothell Professor

Type of Resource:

Trade

(Scholarly /Trade/Other)

Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:
Stage of action research
where the source will
be used:

A description of a conceptual framework about the goals of literacy coaching

in relation to teacher change that impacts student learning.
The coach mentors the teacher throughout the process and advocates for
change but supporting teachers through a multi-step change process.
This piece describes a variety of specific examples in which a literacy coach mentored
teachers through different stages of the coaching process and also shows how the
coach can release control throughout the teacher change process as the teacher begins
to own and advocate on his or her own. This piece directly informs my practice as I
can utilize many of the coaching moves and steps that are described within the text.
This piece describes a crucial element of the coaching role, supporting teachers
through a change process that will eventually lead to increases in student learning.
Background-gave me a sense of the role of the literacy coach
Implications/Action Planning-what I will consider in my coaching role moving
forward
What New Teachers Really Need

Bib. Information (APA

Formatting):
Author(s) Affiliation:

Mandel, S. (2006). What new teachers really need. Educational Leadership, March,
66-69.
Pacoima Middle School Teacher

Type of Resource:

Trade

(Scholarly /Trade/Other)

Summary of essential
information:

Way in which this

source influences the
field related to your

Addresses the five key elements teachers need help with in order to service
their first years of teaching.
Elements cited: setting up the classroom and preparing for the first weeks of
school, how to cover and keep up with curriculum, how to grade fairly, how to
interact with parents, and how to maintain personal sanity.
This article can help inform literacy coaches about the state of mind of their newest
teachers and how literacy coaches may be of service to novice teachers. It also
presents information that can help literacy coaches keep their goals in perspective for

inquiry (ex. Math

teaching/learning
elementary)
Potential relevance to
your research topic and
study:
Stage of action research
where the source will
be used:

new teachers who are dealing with so many different emotions and challenges during
their first year of teaching.
This article helps me as a literacy coach to determine where to focus my coaching for
newer teachers who may not be able to identify a needed area of growth.
Design-helped me to plan how I will help new teachers specifically
Implications/Action Planning-what I will keep in mind moving forward when
coaching new teachers

Graduate Students Perceptions of Literacy Coaches and Their Willingness to Assume This New Role
Bib. Information (APA
Formatting):

Bartlett, A., & Frambaugh-Krittzer, C. (2016). Graduate students perceptions of

literacy coaches and their willingness to assume this new role. Literacy Practice &
Research, spring/summer, 47-52.
Charlotte Frambaugh-Kritzer Assistant Professor of Secondary Reading at the
University of HawaiI at Manoa (UHM)
Andrea Bartlett Professor of Literacy Education and Chair of the Department of
Curriculum Studies at UHM
Scholarly

Author(s) Affiliation:

Type of Resource:
(Scholarly /Trade/Other)

Summary of essential
information:

Prospective literacy coaches need to have a variety of skills and knowledge in

order to be successful in their field.
Literacy coaches must: be versed in research, theory, and practice of literacy
instruction, have a sound understanding of teaching, learning, and child and
adolescent literacy and reading development, have knowledge of adult
learning and teachers professional development, and have strong
communication and interpersonal skills.
Identified within this research article are the most important skills a literacy coach can
possess according to prospective literacy coaches training for entering the field of
coaching.

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

The synthesis of the most important skills and knowledge needed by a literacy coach is
helpful in informing my practice and identifying any weak areas that I feel I could
improve upon in order to better serve the teachers with whom I work.

Stage of action research

where the source will
be used:

Background-gave me a sense of the role of the literacy coach

Implications/Action Planning-what I will consider in my coaching role moving
forward in regards to future personal professional development needs

Education Support Services Teams: Instructional Coaching Model

Bib. Information (APA

Formatting):

Author(s) Affiliation:
Type of Resource:

New Brunswick Department of Education and Early Childhood Development. (2013).

Education support services teams: instructional coaching model. Retrieved from
http://tserroulresource.weebly.com/uploads/2/5/8/5/25852078/_instructional_
coaching_model.pdf
A variety of school district personnel and educators of the New Brunswick Department
of Education and Early Childhood Development
Other School District Coaching Model Plan and Guidelines

(Scholarly /Trade/Other)

Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

Stage of action research

where the source will
be used:

This is a proposed guide for professional practice for instructional coaches.

The document includes key areas in which coaches must focus their work.
It is proposed that coaches spend 60% of their time focusing on building
instructional practice, 25% of their time focusing on student support, and 15%
of their time focusing on planning and personal professional development.
A clear guide of professional practice for instructional coaches is very important for
coaches to be able to execute their roles successfully. This guide helps coaches to see
how they should be spending their time in order to maximize the results within the
environment in which they work.

During my study, it became evident that clearer job description guidelines from the
district would be very helpful in helping me prioritize the elements of my practice. This
gave me a model of how I could better structure my time to make sure that I am
maximizing my impact within my school.
Background-gives background about best practices in utilizing literacy coaches within
a school
Findings/Conclusions-this document supports my desire for clearer coaching
guidelines from my district
Implications/Action Planning-I will incorporate the recommended elements into my
coaching schedule and routine

Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning
Bib. Information (APA
Formatting):
Author(s) Affiliation:

Type of Resource:

Avalos, M., Plasencia, A., Chavez, C. & Rascon, J. (2007). Modified guided reading:
gateway to English as a second language and literacy learning. The Reading
Teacher, 61(4), 318-329.
Avalos Professor at University of Miami
Plasencia Teacher in Miami-Dade County Public Schools
Chavez - Teacher in Miami-Dade County Public Schools
Rascon Teacher in Boulder Valley School District
Trade

(Scholarly /Trade/Other)

Summary of essential
information:

This article presents a format for modified guided reading that has proven to
be more successful than traditional guided reading for English Language
Learners.

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:

Literacy coaches spend a large portion of their time helping teachers plan instruction,
including guided reading planning. It is helpful for a literacy coach in a school
containing English Language Learners to be knowledgeable about best practice for
guided reading for these diverse learners.

Stage of action research

where the source will
be used:

Data Collection/Analysis Methodology-this theme emerged during my data collection

Findings/Conclusions-I determined that the model for guided reading that we are
surrently using is not necessarily the best practice we could be using in order to make
the guided reading experience as successful as possible for our English Language
Learners
Implications/Action Planning-I will advocate for modifying our guided reading
instruction for English Language Learners going forward

Guided reading planning and instruction was a common theme that emerged while
researching the role of the literacy coach. I decided to do further research to determine
if our current model for guided reading was the most successful model we could be
using in light of our high population of English Language Learners.

A School Leaders Guide to Standards-Based Grading

Bib. Information (APA
Formatting):
Author(s) Affiliation:

Type of Resource:

Heflebower, T., Hoegh, J., & Warrick, P. (2014). A school leaders guide to standardsbased grading. Bloomington, Indiana: Marzano Research.
Heflebower Senior scholar at Marzano Research
Hoegh Associate Vice President of Marzano Research
Warrick- Associate Vice President of Marzano Research
Professional Educational Text

(Scholarly /Trade/Other)

Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to

In the chapter titled, An Introduction to Standards-Based Grading,

standards-based grading is discussed as a large shift for most teachers and
parents.
The chapter outlines the different perspectives that need to be considered when
making the change to standards-based grading, including the perspective of
leaders within the school (literacy coaches).
The process of switching to standards-based grading is described as one that
is not to be done hastily or quickly and that all parties must be educated and
informed about the research and theory behind standards-based grading.
Literacy coaches must be well informed about the grading methods that districts
choose to implement in their schools. Coaches need to support teachers in learning
about and implementing these methods and practices.

During my research it became clear that a lot of anxiety existed around assessment

your research topic and

study:

and the transition to standards-based grading. I wanted to further research best

practices in new initiatives in grading policies and procedures to see how the district
could have better supported coaches in supporting teachers in this roll out.

Stage of action research

where the source will
be used:

Data Collection/Analysis Methodology-this theme appeared during my data collection

Findings/Conclusions-I determined that the school district could have done more to
educate teachers around the research that supports standards-based grading
Implications/Action Planning-going forward I will advocate for the district to
consider more training around new initiatives for teachers and for coaches so they can
help be part of the implementation of new practices