Reflective Coaching Conversations: A Missing Piece

Reflective Coaching Conversations: A Missing Piece Debra S. Peterson, Barbara M. Taylor, Bobbie Burnham, Rynell Schock Examining real-life literacy Coaching reasons for this are that the use of literacy coaches for schoolwide reading improvement and profession- interactions can provide insight on the al development is a fairly new phenomenon, there elements of Coaching conversations is little uniformity in the role of coaches from site to that are the most effective in fostering site, there is a lack of data linking Coaching directly to changes in teacher practice and student achieve- teachers' reflection on their instruction ment, and there is limited documentation of what ac- and on students' reading and learning. tually occurs during Coaching interactions. Deussen, Coskie, Robinson, and Autio (2007) found that the L. role of the literacy coach looked very different from iteracy Coaching is a critical component of school to school and covered a variety of responsi- many major schoolwide reading improvement bilities other than Coaching .

Reflective Coaching Conversations: A Missing Piece 503 schools. Results from this selection process are sum-marized in Table 1.

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  Conservation, Coaching, Reflective, Reflective coaching conversations

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