When the Role of Literacy Coach Becomes Muddled

Julie Schwartzbauer contributed this post. Click here to read more of Julie's thinking.

Lately I have been thinking a lot about the role of a literacy coach.  According to the International Literacy Association’s 2015 research brief, “The Multiple Roles of School-Based Specialized Literacy Professionals,” the role of the literacy coach is defined as one who works with teachers and facilitates efforts to improve school literacy programs. They may work with individual or groups of teachers to support them in their efforts to improve classroom instruction. At the same time, they may hold responsibilities that influence literacy programs school-wide (e.g., developing curriculum, selecting instructional materials).

In the Appleton Area School District, the majority of our building coaches share the role of literacy coach with the role of literacy interventionist.  The International Literacy Association defines the primary role of the reading/literacy specialist as an instructional one, predominantly working with students who are experiencing difficulties with reading and writing.

We are finding, that more often, when the need for intervention increases, the literacy coach is often asked to work with individual students or groups of students on a regular basis. This role can be be of value to a school if class sizes are large and there is a shortage of expertise in working with struggling readers and writers.  This, however, takes a coach away from coaching.  It is important that principals and school staff understand that.  

If there is a high need for intervention in a building, an alternative might be for the coach to work in the classrooms with individual students or small groups.  This type of work can combine instructional services with coaching.

As a literacy coach, make sure that you have clear coaching goals that are shared with your principal and staff. That way, if you are being asked to provide pull-out services to individual students or small groups,  you can reflect on how that work would not contribute to your coaching goals.

The chart below comes from International Literacy Association’s 2015 research brief.  It depicts the varying levels of intensity as a means of illustrating coaching responsibilities.

Click here and navigate to page 11 to view this chart larger.