Abstract:
This study explores the roles and responsibilities of middle school literacy coaches
around the United States, specifically looking at how these coaches work with content-area
teachers to support students’ comprehension of multiple texts. A survey was mailed
to 125 randomly selected middle school literacy coaches across the continental United
States. Interviews were used to gather information about the roles, responsibilities, and
experiences of literacy coaches. Seven coaches representing different regions of the
country were interviewed to gain a deeper understanding of what literacy coaching at the
middle school level actually looks like in schools and districts across the country. All
interviewees were experienced educators, having been in education for 10 to 30 years.
The findings from this study indicate that the roles and responsibilities of middle school
literacy coaches are diverse and multifaceted, and currently there is not one consistent
view of literacy coaching at this level. Instead, the roles and responsibilities fall along a
continuum, influenced by the school and community contexts within which coaches work
and the experiences and backgrounds of each individual coach. Satisfaction with various
job aspects also was explored. The prediction of literacy coaches’ satisfaction with
teacher support by satisfaction with principal support and conferencing with teachers was
found to be statistically significant. Recommendations to principals, district
administrators, and schools of education for providing support to middle school literacy
coaches are included. Advice from current middle school literacy coaches to future
literacy coaches also is discussed.
