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Last modified: 9/22/2016 9:10:51 AM
Research and Evaluation
Implementation Report of the Literacy Coaching Model  

Berhane B. Araia, Ph.D. & Akilah D. Swinton, Ph.D.


 The goal of this study was to examine how the Literacy Coaching model was implemented in the six pilot schools in SY2015-16. To address the research questions, data were gathered from documents provided by the Department of Curriculum and Instruction (C&I), surveys collected in June 2016 from teachers and Literacy Coaches, group discussions with Literacy Coaches and school observations by Research and Evaluation.  Literacy Coaches reported that 38% of their total time in SY2015-16 was spent on activities related to the administration of the Literacy Task, 21% on content-specific PDs, 18% on supporting teachers one-on-one, and 9% on providing school wide PDs. The total number of teachers who administered the Literacy Task was 402 (or 70% of classroom teachers). Over 90% of teachers who administered the Literacy task taught all three components of the task: unlocking the prompt, close reading and essay writing. As a result of the implementation of the Literacy Task and the support from the Literacy Coaches, three-fourths of teachers report that they have become more purposeful in their activities for unlocking reading text.Two-thirds of Literacy Coaches report that they are very satisfied with the support they received from C&I, while half of the Coaches report that they are very satisfied with the support they received from the school administration. Overall, teachers feel that the Literacy Coach model helped improve teachers’ instructional practices and students’ learning habits.  This positive perception notwithstanding, Literacy Coaches identified two major challenges.  These are: lack of buy-in from teachers and lack of school staff understanding of the Literacy Coach role. Literacy Coaches and teachers recommend improvements of the relevancy of the Literacy Task topics and the scoring rubric for the Literacy Task.

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