Publication Date
3-2019
Abstract
The purpose of this exploratory case study was to explore the ways in which one specialized literacy professional (SLP) navigated and reflected on coaching conversations with teachers. The participants for this study were one elementary school SLP and two classroom teachers at the same school. Coaching conversations the SLP held with teachers, the debriefing sessions that occurred after each conversation, and interviews with all participants were analyzed. Several themes emerged, including: the blended use of coaching and consulting, the ways in which the SLP built rapport with teachers, and the SLP’s manifestation of herself as a learner. SLPs who are just beginning to coach and instructors who teach university graduate courses that include coaching practices might benefit from reading about the work of this coach.
Recommended Citation
Pletcher, B. C., Hudson, A. K., & Watson, K. (2019). “I Want to Learn from Them as Much as I Want Them to Learn from Me”: Finding a Balance of Coaching and Consulting Through the Analysis of a Literacy Coach’s Conversations. Reading Horizons: A Journal of Literacy and Language Arts, 58 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol58/iss1/4
