Responsive literacy coaching as a co-learner model grounded in trust and inquiry¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article articulates a framework of eight principles for responsive literacy coaching in which the coach embraces Cambourne's co-learner model rather than positioning herself as the expert. Care and trust are central: "As relationships evolve, coaches seek to understand teachers' ways of knowing" and coaching involves "inquiring, learning together, rethinking, wondering, and exploring multiple instructional possibilities." The coach's primary responsibility is working with teachers, not evaluation, and collaboration produces communities of inquiry in which teaching becomes more deliberate and purposeful.

Design Implications¶

Context¶

Requirements¶

• A coach's primary responsibility must be working with teachers; the coach adopts a co-learner stance rather than an expert or evaluator role

Constraints¶

• Scripted-program environments attempt to simplify the complexities of teaching, which the model resists

Target Learners¶

• practicing classroom teachers in elementary, middle, and upper elementary settings

Target Learning Objectives¶

• professional growth in literacy instruction
• teacher professionalism and reflective practice

Claims¶

• Four relational components—positive feedback, rapport, mutual respect, and reciprocal trust—form the relational framework of coaching [+W]

Related Theories¶

• Goal-directed coaching process staged as joint planning, action/practice, observation, individual reflection, feedback, and reflective discussion in a loop
• Conceptual framework of active ingredients of instructional coaching comprising characteristics, relational contexts, and processes
• Coaching as a partnership among principals, coaches, and teachers
• Instructional coaching frameworks: Knight's four forms and the multidisciplinary skills-process-development framework

Examples¶

• Advocate for teachers' voices, purposeful change, and continued professional development
• Engage teachers in literacy events learner-to-learner to build trusting coaching relationships
• Take a listening tour of classrooms when beginning work in a new school

Key Sources¶

• Dozier, C. L. (2008). Literacy coaching: Engaging and learning with teachers. The Language and Literacy Spectrum, 18. https://eric.ed.gov/?id=EJ1059644