The role of literacy coaching in supporting teacher knowledge and instructional practices in third grade classrooms

The purpose of the study was to investigate the professional development model of literacy coaching in supporting teachers' literacy knowledge and instructional practices in third-grade classrooms.;This study took place at an intermediate school on Long Island, New York. An ethnographic approach to classroom observations and individual teacher interviews with five third-grade teachers was used to gather data. A coding system was developed to organize the data and identify emergent themes, patterns, and discrepancies.;The data analysis relied on interpretation and reflection based on observations, interviews and field notes. The study provided information on third-grade teachers' perceptions of literacy coaching and its impact on teacher's literacy knowledge and instructional practices. Furthermore the study provided insight into literacy coaching's positive influence on student achievement.;An interview protocol and observation protocol were developed from the research literature on literacy coaching and professional development. Individual teacher interviews and observations yielded responses that identified three main findings in the study: (1) All teachers identified literacy coaching as a support for their literacy knowledge and instructional practices, (2) Teachers held positive alternate views of literacy coaching, literacy knowledge, and instructional practices, and (3) All teachers identified literacy coaching as having a positive influence on student achievement.;Literacy is an essential skill for all students. Literacy coaching is a professional development model that school districts should consider as they aim to build teacher capacity for teaching literacy and develop a school vision for literacy and student achievement.