Date Approved
8-9-2022
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Stolle
Academic Year
2021/2022
Abstract
Professional development should be job-embedded, focused on the context of the work and allow ample time for practice and application. Recently, literacy coaching has been more widely implemented as a way to improve professional development for teachers. While there is a great deal of research around effective coaching practices, few resources to assess the implementation and quality of literacy coaching exist. This project explores the features of high-quality professional development and literacy coaching in order to develop self-reflection assessment tools for literacy coaches. This project offers a rubric, along with other supporting documents, to assist literacy coaches in reflecting, goal setting, and improving their practice. The rubric utilizes the facets of high-quality professional development and evidence-based practice for literacy coaches in hopes of supporting self-reflection and improving literacy coaching practice.
ScholarWorks Citation
Brooks, Rose M., "Professional Development through Literacy Coaching: Tools to Assist Literacy Coaches in Self-Reflection to Build Capacity" (2022). Culminating Experience Projects. 172.
https://scholarworks.gvsu.edu/gradprojects/172
