University-based literacy coaches as outsiders to the rural school context. (June 2022)

• Record Type: Journal Article
• Authors: Grifenhagen, Jill F.; Jones, Jill S.
• Is Part Of: Teaching and teacher education. Volume 114(2022)
• Publication Date: 2022-06
• Subjects: Distance coaching -- School-university partnership -- Literacy coaching -- Rural schools -- Teacher induction; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2022.103694
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study examines how social positioning as outsiders shaped how university-based literacy coaches supported novice, primary-grade teachers in a distance-coaching model. Coaches were external to the rural schools, districts, and communities where they coached. Grounded in a sociocultural perspective, we analyzed coach and teacher interviews to understand the positioning of a literacy coach as an outsider and how coaches provided professional development in this context. Findings include benefits and challenges of outsider coaching and coach actions to facilitate productive partnerships. The coaches were positioned as outsiders by role and institutional affiliation, yet insiders by social interactions with individual teachers. Highlights: Distance, university-based literacy induction coaches were positioned as outsiders to school and district contexts. Coaches approximated insider status by establishing themselves as non-evaluative and trustworthy. Benefits of outsider coaching for novice teachers include access to new knowledge and resources. Challenges of outsider coaching include alignment with local priorities and knowledge of the local context. Video reflection and coach modeling are important tools for rural teacher professional development.