Open Access Graduate Research Paper
Literacy--Study and teaching (Elementary); Reading teachers--In-service training;
Literacy coaches must understand the sometimes subtle nuances in the language used to guide teachers in order to build their instructional capacity and ultimately increase student achievement. This article examines the coaching stances of "coaching, teaching and telling" that move along a continuum of support provided through a coaching framework for a literacy coach and her elementary teachers. Analysis of coaching practice was accomplished through a process of self-study and reflection that examined language over a three month period of coaching cycles. Rodgers and Rodgers outline three characteristics of effective coaching conversations that provide the catalyst of action to move the coaching practice forward and engage teachers in their own inquiry.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
1 PDF file (16 pages)
©2015 Patricia D. Foster
Foster, Patricia D., "Coaching stances : changing practice through self-reflection" (2015). Graduate Research Papers. 738.