Data-driven decision making: A study of the collaboration between literacy coach and teacher to inform instructional decisions in the classroom

The purpose of this dissertation was to explore the collaboration between literacy coach and teacher in order to make instructional decisions in the classroom using data-driven instruction. A qualitative case study was chosen as the research method to focus on an area where teachers and literacy coaches are collaborating together to make instructional decisions in the classroom based on student data. The case study provided the researcher an opportunity to examine in-depth the coaching and teacher collaboration during coaching sessions and how these influence instructional decisions to drive data. This research study used interviews, which allowed the teachers and literacy coaches to share how collaborating together can affect positive instructional decision making. The research study also used teacher observations, which provided the researcher further information to refine instructional points in teaching literacy. The targeted population for this study was five elementary schools in an urban school district in Florida. The findings showed that teachers and literacy coaches recognized time was an obstacle and prevented effective collaboration between the literacy coach and teacher. Teachers wanted the literacy coach to spend time planning and collaborating to be more effective in the classroom. The literacy coaches and teachers saw providing resources, lesson planning, coaching cycles, small group instruction, and professional development were essential components in the implementation of effective collaboration and literacy coaching. The literacy coaches and teachers believed that when collaboration is effective between the literacy coach and teacher they will grow as educators and continue the growth and encouragement of others.