Coach Professional Development in the Urban Emergent Context

Abstract

This article explicates the structure, content, and pedagogy of an urban district’s professional development for literacy coaches. To analyze qualitative data on a district’s yearlong coach professional development, I utilize situated cognition theory. Observation and interview data reveal that the coach community of practice (CCOP) was a venue in which coaches engaged in a variety of learning activities regarding literacy instruction, coaching, and school reform. The content of CCOP addressed a band of literacy instruction (e.g., assessment and intervention programs) and coaching methods. The pedagogy of CCOP was loosely aligned with two dimensions of situated cognition: social interaction and authentic activity. There were limited opportunities to critically examine contextualized problems of practice regarding instruction, coaching, or the district context. Coaches rarely discussed their own work routines, teacher practice, or student learning. Although coaches received support around how to coach, this occurred in the absence of clarity around the substance of this coaching. Coaches reported benefiting from opportunities to interact professionally with other coaches from across the district. This article has implications for research on district capacity-building efforts, situated cognition, and the design and implementation of professional development for instructional leaders.