To establish job-embedded, ongoing professional development recent policies and initiatives required that districts appoint school-based coaches. The Reading First Initiative, for example, created an immediate need for coaches without a clear definition of coaches’ responsibilities. Therefore, the purpose of this case study was to investigate how two Reading First coaches interpreted and enacted their professional development responsibilities. Cross-case analyses identified similarities and differences in coaches’ enactments. Findings revealed that while each coach engaged in similar professional development responsibilities (e.g. modeling, observing, and classroom walkthroughs) their approach to these responsibilities differed — collaborative versus expert driven. These differences in approaches indicate that the preparation for coaches should include development of knowledge about how teachers learn and methods and strategies for developing and implementing effective professional development within schools.
Mundy, C. A., Ross, D. D., & Leko, M. M. (2012). The Professional Development Practices of Two Reading First Coaches. Reading Horizons: A Journal of Literacy and Language Arts, 51 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol51/iss4/2
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons