THE LITERACY COACH'S HANDBOOK: A Guide to Research-Based Practice

By Blanche Desjean-Perrotta, Isabel Killoran. 2005

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Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning (2010, background): “Allen (2006), Bean and Carroll (2006), Blachowicz, Obrochta, and Fogelberg (2005), Casey (2006), Toll (2007), and Walpole and McKenna (2004), for example, offer descriptions of the literacy coach’s role as well as recommendations on how best to fulfill this role.”
How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “Coaches may engage in activities such as modeling lessons, observing and providing feedback, or facilitating learning for groups of teachers such as grade- or subject-level teams (Killion & Harrison, 2006; Walpole & McKenna, 2004).”
"Coach" can mean many things: five categories of literacy coaches in Reading First (2007, methodology): “…2001) Planning and conducting research and writing grants (Walpole & McKenna, 2004) Leading discussion groups (Sweeney, 2003) or study or book groups (Walpole & McKenna, 2004) Not only do coaches have many responsibilities, but the term “coach” is used to describe many different con"gurations:…”