Term of Award

Fall 2009

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Sharon Brooks

Committee Member 1

Charles Reavis

Committee Member 2

James Green

Abstract

Author's abstract: The bar has been raised on student achievement in the United States and on teaching quality as well. Compelling evidence confirms that a teacher's mastery of the academic content of what he or she teaches is critical to engaging students and inspiring them to academic excellence (Addey, 2000; Wilkinson, 2002). In order to truly impact instructional effectiveness, transformations must occur on the frontlines as teachers put research based theories into practice. A major obstacle facing literacy coaches and leadership teams is identifying an effective implementation model and practice that promotes and support high quality literacy instruction through direct, school-based work with teachers in a district. To understand the support of various models, the researcher will examine the experiences of exemplary literacy coaches as evidenced by test scores and coaches who have been named as Coach of the Year by the school district. Therefore, the purpose of this study is to understand the effective practices of exemplary literacy coaches as instructional leaders and the models and strategies being implemented that support teacher development.

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