Coaching for Early Literacy Support: Training OST Staff to Meet the Needs of Diverse Learners

Y

11

Coaching (Performance); Literacy Education; Faculty Development; After School Programs; Teaching Methods; Instructional Improvement; Learning Processes; Program Development; Kindergarten; Elementary School Students; Student Needs; Teacher Attitudes; Verbal Ability; Diversity; Word Recognition; Phonemic Awareness; Phonics; Language Processing; Reading Comprehension; Syntax; Semantics; Code Switching (Language); Reading Fluency; Morphology (Languages); Elementary School Teachers

Many out-of-school time (OST) sites are incorporating literacy time in their programming to capitalize on the benefits associated with literacy instruction. Afterschool is a perfect opportunity to foster a love of reading in children. Expanded learning in afterschool programs can make a difference in both short-term and long-term academic outcomes. In schools, coaches have been used to improve nonacademic practices such as classroom management. Coaching has been linked to improved teaching practices, student learning, teacher collaboration, teacher attitudes, skill transfer, feelings of effectiveness, and student achievement. Professional development for coaches enables them to improve their ability to create a productive learning environment, which they can then pass on to frontline educators. This article outlines the creation and content of a professional development program in early literacy that was delivered to coaches who work with OST staff. The training content focused on meeting the literacy needs of diverse learners, grades K to 3, in Philadelphia's OST programs. To design the training, the authors consulted with the coaches who would be trained to learn about their own needs and the needs of the program staff they would be supporting.

ERIC

2022

EJ1333554