When teachers collaborate around student writing with the support of a literacy coach, their practice becomes more intentional, and their students grow as writers. The aim of this study was to explore writing teachers’ language and practice as they engaged in a professional learning community around a single unit of study for poetry writing with the support from a coach. The findings reveal a recursive process of collaborative professional learning that includes the following phases: assess, analyze, teach, reflect, adjust. Through job-embedded coaching combined with the structure of a Professional Learning Community (PLC), teachers acted more agentively in their planning, becoming decision-makers in world of mandated curriculum, which also promoted more differentiated instruction inside of their classroom. Thus, coaching can influence much more than just the writing classroom.
"An Honorary Team Member: The Role of a Literacy Coach in Supporting Writing Teachers,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
1, Article 5.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss1/5