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The Reading Professor

Document Type

Article

Abstract

The International Literacy Association highlighted three coaching models that a literacy coach might employ: coaching to conform, into practice, and for transformation. While numerous researchers have explored the roles and tasks of literacy coaching, there is little research on these coaching models. Studies have described the disconnect between what a coach should be doing and what they are actually doing, and the perceptions of administrators related to coaching roles and tasks. While these studies have illuminated issues in literacy coaching, few have looked at the self-efficacy of literacy coaches to enact roles and tasks, and we believe none have explored the self-efficacy of coaches to employ coaching models. The article describe the development and initial testing of the Elementary Literacy Coaching Self-Efficacy (ELCSE) survey which established the validity and reliability of the survey. Potential uses of the ELCSE survey are described which include assisting teacher preparation programs, districts, and schools to identify the professional development needs of future and current literacy coaches, no matter what coaching model they employ.

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