Transformational Coaching for Equity to Impact Teacher Efficacy in Foundational Reading Instruction for School Improvement

Abstract

This paper delineates the co-constructed action research case of one mid-size California public school district, a local private university sponsored literacy project, and research support from one faculty from a large public university to cultivate teacher efficacy and reignite early student literacy during COVID-19 contexts. The paper outlines context of the long-standing district and project collaborative partnership, the grounding study frameworks in continuous improvement and transformational coaching for equity, and the model for and content of the ongoing teacher leader professional development in transformational coaching and support for foundational reading instruction. The case study findings highlight considerations related to overall school improvement and literacy specific teacher effectiveness.