Emily Kimpton

Date of Award

Fall 2019

Document Type

Open Access Dissertation


Educational Studies

First Advisor

Lucy Spence


This study used Action Research methods to explore how an English language arts coordinator housed at the district office could employ an administrative model of coaching. The purpose of this study was to discover what a coaching model of administrative support reveals about high school English teachers' beliefs and practices and what support teachers needed in order to implement a balanced literacy framework of instruction. Teachers engaged in this study over the course of one semester. Semesters in this context encompass an entire course of English literature. Cycles of coaching were initiated that began with a pre-conference followed by observation, modeling, or co-teaching and ended with a post-conference to set goals and action steps for the next cycle. Findings add to the growing body of research on literacy coaching and teacher change. Implications for educational practice and research are explored.