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Three Coaching Priorities for Enhancing Teacher Practice in Disciplinary Literacy Instruction in the English Language Arts
Author(s) -
Di Domenico Paula,
ElishPiper Laurie,
Manderino Michael,
L'Allier Susan K.
Publication year - 2019
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.943
Subject(s) - coaching , literacy , pedagogy , discipline , psychology , language arts , the arts , professional development , lesson plan , mathematics education , faculty development , sociology , political science , social science , law , psychotherapist
Discipline‐specific literacy instruction is key to supporting adolescents’ overall literacy development. Job‐embedded professional development that supports teachers’ discipline‐specific literacy instruction via instructional coaching is a promising approach to enacting disciplinary literacy instruction in English language arts ( ELA ) classrooms. Findings from a multiyear study of instructional coaching yielded three priorities that coaches can use as a guide when collaborating with ELA teachers: ensuring that collaboration is sustained over time, considering teachers’ knowledge to create a coaching plan, and adopting a distributed expertise approach to create a collaboration in which both coach and teacher have ownership in the process. Examples from the multiyear study and suggestions for coaches’ practice when working with ELA teachers are shared.