Although most states have passed science of reading legislation, ensuring strong implementation of evidence-based literacy instruction in classrooms has been a challenge. State education agencies across the Mid-Atlantic are investing in literacy coaching to strengthen classroom instruction and support teachers’ use of evidence-based literacy practices.
During REL Mid-Atlantic’s recent Governing Board meeting, state chiefs from Maryland, Delaware, Pennsylvania, and New Jersey shared how their states are approaching and scaling up literacy coaching. Their experiences pointed to several themes that may inform other states’ efforts, as well as areas for future research. We explore these themes below alongside related resources from across the REL program.
Building literacy coaching around collaboration and trust
Coaching was described as a bridge that helps teachers incorporate evidence-based practices into their literacy instruction.
Relationships and trust stood out as important foundations for literacy coaching. Coaches can serve as instructional partners who help teachers try new approaches, reflect on their instruction, and incorporate feedback into their teaching. The Governing Board conversation also raised the importance of drawing a clear line between literacy coaching and teacher evaluation, and focusing on literacy coaching as job-embedded professional learning. Consistency over time was another consideration, with an emphasis on sustained support rather than “random acts of coaching.”
Protecting the time of literacy coaches
One challenge states are navigating is ensuring that literacy coaches are not pulled into substitute teaching, administrative tasks, and other responsibilities that reduce their time for coaching teachers. Coaches need sufficient time for observing classrooms, providing feedback, modeling practices, and examining student work. Maryland and Delaware both use statewide coaches to provide more consistency in coaches' responsibilities and protect their focus on instructional support.
Two REL Southeast resources can help address this challenge. The Considerations for Planning and Implementing Literacy Coaching encourages principal-coach partnership agreements that specify each coach’s activities and potentially eliminate any non-instructional duties. And the Self-Study Guide for Evidence-Based Coaching for Literacy offers a tool for examining how coaches spend their time, including their involvement in non-instructional activities as well as their opportunities to plan with teachers, model and observe instruction, have reflective conversations, and help teachers translate student data into instruction.
Creating the conditions for coaching
Another consideration for states is the role of principals in supporting literacy coaching. Beyond protecting coaches’ time, principals can help establish expectations, reinforce instructional priorities, and create a school culture that recognizes the value of coaching. This leadership support may become even more critical as states expand coaching across different contexts. The Pennsylvania Department of Education, for example, is working through regional education agencies (called Intermediate Units), creating opportunities to build shared expectations while giving local communities flexibility to adapt coaching to their needs.
REL Mid-Atlantic’s School Leader’s Guide contains resources to help establish a schoolwide culture of writing and professional learning, and REL Southeast’s Guide and Checklists for a School Leader's Walkthrough During Literacy Instruction includes resources to help school leaders gain insight on current instructional practices and coaching opportunities.
Linking coaching to a broader literacy strategy
In the Mid-Atlantic states, coaching is part of a broader strategy for supporting evidence-based literacy instruction. As a result, it is important to consider how coaching aligns with other aspects of a state’s literacy strategy, including high-quality instructional materials, ongoing professional learning, literacy screeners, and other implementation supports. Ideally, coaching reinforces and strengthens the other aspects of a state’s literacy strategy.
REL toolkits can support multiple aspects of a state’s literacy strategy. For example, REL Mid-Atlantic’s toolkit on writing instruction provides resources to guide professional development, self-reflection, goal setting, and classroom use. The toolkits also include resources to help school leaders create the conditions for putting these practices into place and sustaining them. Facilitator resources can help coaches lead learning communities and engage with educators as they reflect on their progress.
Learning as states scale literacy coaching
As states expand literacy coaching, our governing board discussion raised important questions for continued research and learning:
- Which coaching models work best and in what contexts?
- How can states measure the implementation and effectiveness of coaching without burdening schools?
- How can technology be used to support coaching while keeping teaching and learning at the center?
Continued collaboration between states, practitioners, and researchers can help build the evidence needed to inform decisions about literacy coaching as states continue to implement and scale it.
