Date of Conferral
Doctor of Education (Ed.D.)
Public school instructional coaching programs are designed to improve pedagogy via collaboration between teachers and coaches. However, the utility of literacy coaching is limited because teachers may lack understanding of the instructional coaching model. The purpose of this case study was to explore teachers' expectations of literacy coaching in order to enhance professional development and teacher-coach partnerships. Guided by Knowles adult learning theory which states that adults benefit from designing and understanding relevancy of learning, this study examined elementary teachers' perceptions of the coaching model. The guiding questions explored ways to optimize teacher professional growth through coaching. Four teachers who had partnered with literacy coaches were selected as participants. Qualitative data were collected from the participants through in-depth interviews and a researcher-created, open-ended questionnaire. The interviews allowed for probing questions, and the questionnaires provided time for detailed reflections on the part of participants. Qualitative data were analyzed to determine coding categories, and consistent with Knowles adult learning theory, prominent themes regarding self-direction and relevancy of learning emerged. Results indicated that the teachers believed literacy coaches to have a positive impact on their pedagogical growth, but current methods provided inadequate clarity about the coaching model to be relevant to teachers. Based on the results, professional development sessions were designed to support teacher-coach partnerships which will benefit students, teachers, coaches, and administrators by providing a collaborative foundation to promote student success.