A Problem-Solving Model for Literacy Coaching Practice

Literacy coaches are more effective when they have a clear plan for their collaborations with teachers. This article provides details of such a plan, which involves identifying a problem, understanding the problem, deciding what to do differently, and trying something different. For each phase of th...

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Bibliographic Details
Published in:The Reading teacher 2017-01, Vol.70 (4), p.413-421
Main Author: Toll, Cathy A.
Format: Article
Language:English
Subjects:
1‐Early childhood
2‐Childhood
3‐Early adolescence
4‐Adolescence
6‐Adult
7‐Special needs
Coaching (Performance)
Cooperation
Faculty Development
In‐service < Teacher education
Literacy
Literacy Education
Mentoring < Teacher education
Problem Solving
professional development
Reflection < Teacher education
Teachers
Citations: Items that cite this one
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Summary:Literacy coaches are more effective when they have a clear plan for their collaborations with teachers. This article provides details of such a plan, which involves identifying a problem, understanding the problem, deciding what to do differently, and trying something different. For each phase of the problem‐solving model, there are key tasks for literacy coaches that will help them assist their teacher partners. The article also provides two other common models of teacher problem solving and explains why they are not as effective in supporting teachers in the coaching cycle.
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.1532