Conflicting Storylines in Teacher Leadership
How One Literacy Coach Struggled to Position Herself and Her Work
Bibliographic Data
| ID | 12794787 |
|---|---|
| Authors | Melinda M Mangin (0000-0003-0066-6868, corresponding author), Kailonnie Dunsmore |
| Year | 2013 |
| Volume | 9 |
| Issue | 3 |
| Pages | 226-249 |
| Publication date | 2013-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2013.806762 |
| OpenAlex | W2035089672 |
| Language | EN |
| Citations received | 3 |
| References cited | 12 |
This study examines the enactment of literacy coaching—one kind of formal teacher leader role—in two districts using data collected from daily activity logs and weekly interviews with 6 coaches over 7 weeks. To provide an in-depth examination, we highlight the case of Diane, a full-time literacy coach working at two elementary schools in one district. Examining the findings through the lens of positioning theory indicates that school and district leaders and the regional literacy coach preparation program held differential storylines and expectations for coaching, positioning the coach role in ways that were contradictory. As a result, Diane struggled to position herself and her work in the context of these conflicting perspectives. This struggle resulted in coaching activities that aimed more at providing support for existing practices and less on improving instruction.
Educational leadership · Literacy · Mathematics education · Pedagogy · Political science · Position (finance · Sociology · Teacher Leadership · Work (physics · Collaborative Teaching and Inclusion · Engineering · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
| Citations per year | 0.3 |
|---|---|
| Citation span | 2016 - 2025 (10) |
| Highly cited | No |