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A Framework for Transforming Elementary Literacy Coaches' Professional Learning

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Date Issued:
2016
Abstract/Description:
Elementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot study, along with literature surrounding the topic, resulted in the design of A Framework for Elementary Literacy Coaches' Professional Learning. This Framework utilized components from existing resources to develop access points for literacy coaches' professional learning. Access points included choice in coaching cycles, collaborative learning communities among coaches, and differentiated learning opportunities for literacy coaches to build their repertoire of literacy content knowledge and coaching skills. Theoreticalcontributions of adult learning and the sociocultural learning perspective within the Framework ensured literacy coaches' choice, ownership, and embedded learning opportunities. Suggested use for this dissertation in practice is to inform professional learning practices for in-service and pre-service elementary literacy coaches to ensure continued growth in coaching skills and literacy knowledge.
Title: A Framework for Transforming Elementary Literacy Coaches' Professional Learning.
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Name(s): Forsythe, Lenora, Author
Zygouris-Coe, Vassiliki, Committee Chair
Hopp, Carolyn, Committee CoChair
Puig, Enrique, Committee Member
Roberts, Sherron, Committee Member
Zugelder, Gina, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Elementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot study, along with literature surrounding the topic, resulted in the design of A Framework for Elementary Literacy Coaches' Professional Learning. This Framework utilized components from existing resources to develop access points for literacy coaches' professional learning. Access points included choice in coaching cycles, collaborative learning communities among coaches, and differentiated learning opportunities for literacy coaches to build their repertoire of literacy content knowledge and coaching skills. Theoreticalcontributions of adult learning and the sociocultural learning perspective within the Framework ensured literacy coaches' choice, ownership, and embedded learning opportunities. Suggested use for this dissertation in practice is to inform professional learning practices for in-service and pre-service elementary literacy coaches to ensure continued growth in coaching skills and literacy knowledge.
Identifier: CFE0006300 (IID), ucf:51610 (fedora)
Note(s): 2016-08-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): elementary literacy coach -- professional learning
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006300
Restrictions on Access: public 2016-08-15
Host Institution: UCF

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