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Educational Administration Quarterly
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Literacy Coach Role Implementation: How District Context Influences Reform Efforts

Melinda M. Mangin

Michigan State University, East Lansing, mmangin{at}msu.edu

Purpose: This study examines the outcomes of one regional intermediate school district’s effort to promote literacy coach role implementation in its 20 constituent districts. The findings from this study provide information about the kinds of district-level contexts that influenced literacy coach role implementation and how those contexts were influential. Research Methods: Data were collected from 20 districts that participated in a literacy coach training program provided by the regional intermediate school district. Interviews were conducted in spring 2007 with assistant superintendents or their designees. Findings: Districts’ implementation of literacy coach roles was influenced by four contextual factors: state and national reform, finances, student performance data, and existing roles and programs. Variations in these factors were associated with differences in districts’ implementation of literacy coach roles. Implications: This study has implications for how districts understand their role in relation to schools and the implementation of reforms.

Key Words: district leadership • teacher leadership • instructional improvement • empirical paper

This version was published on December 1, 2009

Educational Administration Quarterly, Vol. 45, No. 5, 759-792 (2009)
DOI: 10.1177/0013161X09347731
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