Date of Award
1-2020
Degree Name
Education (M.Ed.)
Department
College of Education
Academic Year
2019/2020
Abstract
Current legislation and push for higher student achievement has teacher expectations at an all-time high. Highly skilled teachers can significantly affect student growth, however more and more highly qualified teachers are leaving the field due to lack of appropriate support within their classrooms. This project argues for the importance of literacy coaching to create a collaborative and supportive environment for teachers. Literacy coaches are able to support teachers’ best literacy practice, create an environment of collaboration, and provide ongoing and supportive professional development for the classroom teacher. This collaborative environment and ongoing support can combat teacher burnout and help teachers to create a sense of self efficacy in the classroom. This project will serve as a theoretical framework for a literacy coach position within a k-5 elementary school. The framework includes guiding principles for literacy coaches and two separate problem solving models to aid in effective coaching of staff and teachers in the area of literacy.
ScholarWorks Citation
Grant, Jamie L., "Literacy Coaching Serving as A Way to Create Self-Efficacy in Educators, Stifle Teacher Burnout, and Improve Student Achievement Scores: A Framework for Coaching" (2020). Award Winners. 11.
https://scholarworks.gvsu.edu/coeawardwinners/11
