Exploring Literacy Coach Research in Canada: A Review

The purpose of this review is to understand literacy coach research in Canada in order to facilitate further research in this regard. Research about literacy coaches in Canada remains at an initial stage, and there is no universally accepted definition of a “literacy coach.” Most literacy coach research in Canada has used a qualitative method. The research has shown that literacy coaches in Canada, who act as both guides and supporters in schools, also experience many challenges such as role confusion and inadequate time for carrying out their work. Scholars believe that setting up coaching models and collaboration may be ideal ways to deal with these problems. This review also found that the research has concentrated on literacy coaches in elementary and secondary schools in Ontario. This article concludes with implications and suggestions for future research about Canadian literacy coaches. More analysis about literacy coaches’ identity, their relationships with other stakeholders in the education system, and the challenges they face is needed in the Canadian context.

Abolitionist Teaching in an Urban District: A Literacy Coup

This article presents a preliminary study of an urban school district, and its use of a scripted middle-school language arts and literacy curriculum. The majority of students served by this district are African American. By interviewing a small sample of four teachers and one literacy coach, gathering preliminary data, and observing students within language arts classrooms, we analyze the impact of the district’s move to non-skill-based Reading and Writing Workshop Models curricula. This curriculum is neither aligned with the Common Core Standards, nor does it allow for teacher autonomy based upon student need. District mandates direct teachers to “follow the script” of a curriculum that was not intended to have a script—in effect, the students have less guidance than the teachers within this scenario. In this article, we highlight specific literacy practices, policies that disempower teachers and students, and strategies for abolitionist resistance within urban schools.

Coaching as a Grass Roots Effort for Building Leadership Capacity

Literacy coaches fulfill many roles that enrich the lives of teachers and students. In order for coaches to successfully build leadership capacity, teachers must know the purpose and role of the coach. In this chapter a model of coaching is presented as well as how the coach can facilitate activities that transform the culture of the school. In the model presented, the coach's agency influenced teachers to systematically inquire into their own teaching practices, regularly use data to drive instructional decisions, and reflect upon their decision making practices in ways that promoted literacy growth and success for all stakeholders. The agency included coaching roles of resource provider, data coach, demonstrator of classroom practices, observer of classroom practices, and job-embedded professional development. Additionally, the literacy coach served as a change agent and built teacher capacity taking on these roles.

Agency and intermediate phase writing in a farm school

Against a background that raises problems associated with the classification of languages incurrent South African curriculum policy, this article describes a programme based on a visual approach to writing, implemented in a farm school. The medium of instruction was English. The home languages of the teachers and learners were Afrikaans and isiXhosa. Sociocultural perspectives congruent with those of New Literacy Studies influenced the design of the writing programme. The school management had identified a serious deficit in intermediate phase (Grades 4–6) learners’ ability to perform beyond typical responses to rote learning. The brief given to the literacy coach by the school management was to develop their ability to use English – the language of learning and teaching (LoLT) of the school – expressively, to help them to construct original texts and to improve their mastery of the conventions of text. The management’s main aim was to promote the learners’ agency in their use of English, as it had come to see this ability as crucial to academic progress in higher Grades and to success in tertiary education. The literacy coach implemented a visual approach to composing original texts. Key successes were evident in the variety, volume and literary quality of the learners’ texts, which exceeded expectations specified in the National Curriculum Statement applicable at the time.

JALT2013 Plenary Speaker article: How many hats do you wear?

This article provides a broad analysis of the many different hats teachers of young learners wear. How many of the following roles can you identify with: public relations director, cheerleader, choirmaster, literacy coach, assessment specialist, parent educator, storyteller, housekeeping services supervisor, artist in residence, child psychologist, justice of the peace, or diplomat? 本論では、年少者に教える教師が果たすたくさんの異なった役割について幅広く分析する。その役割は、広報部長、チアリーダー、聖歌隊指揮者、読み書き指導員、評価専門家、保護者指導教員、ストーリーテラー、家事サービス監督者、おかかえ芸術家、児童心理学者、治安判事、そして外交官など様々だが、あなたはそのうちいくつ特定できるだろうか。