Literacy coaching as a component of professional development

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What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education (2014, background): “Quality of implementation, however, is greatly enhanced by mentoring and coaching by individuals who themselves are highly skilled (Carlisle & Berebitsky, 2011; Haager, Heimbichner, Dhar, Moulton, & McMillan, 2008).”
Rethinking Instructional Leadership, a Review (2013, background): “For example, several studies demonstrate principal support as crucial for coaching effectiveness (Carlisle & Berebitsky, 2010; Mangin, 2007), such as when the principal acknowledges and endorses the coaching program (Matsumura, Sartoris, Bickel, & Garnier, 2009).”
Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, background): “…teachers with student data, interpreting data, applying new information to classroom practice, facilitating constructive dialogue, and identifying instructional responses (Carlisle & Berebitsky, 2011; Coburn & Woulfin, 2012; Lachat & Smith, 2005; Kruse & Zimmerman, 2012; Means et al., 2009).”
Analyzing Teacher Participation in Literacy Coaching Activities (2011, background): “More broadly, Carlisle and Berebitsky (2010) documented that communication among teachers, collaboration, and perceived support from school leaders supported coaching efforts.”