Middle School Literacy Coaches: Perceptions of Roles and Responsibilities

Authors

  • Dr. Katie Stover Furman University
  • Dr. Maryann Mraz University of North Carolina Charlotte

DOI:

https://doi.org/10.56887/galiteracy.25

Keywords:

middle school, literacy coaches, roles and responsibilities, building rapport, literacy needs

Abstract

This article describes a qualitative study conducted to explore the daily roles and responsibilities of middle school literacy coaches and to compare them with the International Reading Association’s recommended standards literacy coaches (IRA, 2006). Four middle school literacy coaches, all employed at different middle schools within the same district in the southeastern United States participated in this study. Findings reveal some consistencies in roles such as building rapport and evaluation of literacy needs. 

Author Biographies

  • Dr. Katie Stover, Furman University

    Dr. Katie Stover ([email protected]) is an Assistant Professor in the Education Department at Furman University in Greenville, SC. She has authored a number of publications on literacy instruction and literacy coaching in journals such as The Reading Teacher, The Middle School Journal, and The Journal of Early Childhood Research. 

  • Dr. Maryann Mraz, University of North Carolina Charlotte

    Dr. Maryann Mraz ([email protected]) is a Professor in the Reading and Elementary Education Department at the University of North Carolina Charlotte (UNCC). She has served as a board member of the Association of Literacy Educators and Researchers (ALER) and the author of over 60 books, articles, chapters, and instructional materials on literacy education. 

Midle School Literacy Coaches: Perceptions of Roles and Responsibilities

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Published

03/30/2015

Issue

Section

Research and Practitioner Articles

How to Cite

Stover, K., & Mraz, M. (2015). Middle School Literacy Coaches: Perceptions of Roles and Responsibilities. Georgia Journal of Literacy, 38(1), 6-14. https://doi.org/10.56887/galiteracy.25

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