Elementary Literacy Coaching in a Florida School District

Elementary Literacy Coaching in a Florida School District by Crystal Jacqueline Tessmann MA, University of Florida, 2008 BS, University of Florida, 2007 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2017 Abstract Literacy coaching is a widely implemented method for increasing teacher effectiveness and student learning. However, literacy coaches, teachers, and administrators from various countries have expressed confusion and concerns regarding this method. In the current research setting, literacy coaching was implemented to improve reading test scores with inconsistent results. Cultural historical activity theory was used as the theoretical framework for this sequential explanatory mixed-methods research thatLiteracy coaching is a widely implemented method for increasing teacher effectiveness and student learning. However, literacy coaches, teachers, and administrators from various countries have expressed confusion and concerns regarding this method. In the current research setting, literacy coaching was implemented to improve reading test scores with inconsistent results. Cultural historical activity theory was used as the theoretical framework for this sequential explanatory mixed-methods research that explored literacy coaching relationships in the research site from the teachers’ perspectives. Phase 1 research questions examined (a) differences between the amount of time coaches spent with teachers, (b) components of coaching teachers found most/least effective, (c) how effective the teachers found literacy coaching, and (d) the correlation between the amount of time teachers spent with coaches and their effectiveness ratings. Phase 2 concerned teachers’ experiences with coaching, and teachers’ ideal literacy coaching situations. Twenty-two teachers completed surveys in Phase 1. Overall, teachers rated literacy coaching between ineffective and very effective. The median scores for individual components of literacy coaching were between neutral and effective. Significant correlations were found between effectiveness ratings and time spent with literacy coaches in a group, r (20) = . 34, p = . 01, and time spent one-on-one, r (20) = . 54, p = . 01. Phase 2 consisted of interviews with 9 teachers. Four themes resulted from framework qualitative analysis: what teachers want from coaches and coaching, teacher concerns, how teachers view the coaches, and coaching in practice. Three trainings were created to provide administrators, literacy coaches, and teachers with strategies and local data that may improve their practice and student reading capabilities. Elementary Literacy Coaching in a Florida School District by Crystal Jacqueline Tessmann MA, University of Florida, 2008 BS, University of Florida, 2007 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2017 Dedication I would like to dedicate this paper to all the dreamers. Without you, the world would not be the place it is today. I would not be who I am today. Jim Henson, Walt Disney, Dr. Martin Luther King Jr., Bonnie and Wayne Tessmann, Anthony Ramos, Kendra Vincent, Dana Slaughter, Alicia Whitaker, Kristyn Cadwell, and every single dreamer out there. Thank you. “The lovers, the dreamers, and me. ” – Kermit the Frog Acknowledgments I would like to thank my mom for listening over and over to my papers throughout the years when I wanted someone to listen to them. And for the statement that “it will all be worth it,” which I needed to hear many times. I would like to thank my dad for his support and understanding, whether it be in line for the Harry Potter Ride at Islands of Adventure, where I literally tore pages out of my textbook so I could read them in line instead of checking them at the mandatory locker check, or at Disney World when he wasn’t allowed to talk until I was done listening to the audio to check my transcript in the food court. I would like to thank my boyfriend Anthony for putting up with my stress and lack of free time between my studies and being an elementary school teacher. He was always good at comforting me when I got overwhelmed by my doctoral project. He helped me to remember that what I was doing was stressful, so I was not overreacting. I would like to thank my friend Kendra for meeting me for breakfast, followed by Starbucks where she would grade papers and I would do my work. Her company was invaluable. She also helped me to pick my participant pseudonyms. I would like to thank Jamie, my friend and transcriptionist, for the encouragement to stick to my timelines, accompanying me on study dates, and for being my transcriptionist, aka savior. I would like to thank my chair, Dr. Alkins, for helping me throughout the process; my co-chair Dr. Grimes for his help, especially with the quantitative portion; my co-chair Dr. LaSpina for his kind words; and Dr. Underwood from the University Research Review for her valuable feedback. I would like to thank my classmate Garletta, for being there on the phone during my advanced residency when we talked about our possible topics, and for supporting me in class. I would like to thank the state literacy coach who pushed me, frustrated me, and ultimately made me the reading teacher I am today. I would like to thank my first intern, Kristyn Cadwell; my second intern, Felicia Hanley; and my fourth grade teammates Dana Slaughter and Alicia Whitaker, for being amazing teachers. They helped to alleviate so many of the stresses of teaching during this process. I would like to thank Starbucks for providing me with caffeine and a place to work where I was inspired to do more than I wanted to.