Virtual literacy coaching

Purpose - The purpose of this chapter is to explore the use of a web-based collaborative platform for virtual literacy coaching and how the technology influenced reflective practice.Methodology/approach - This qualitative study explored the use of virtual literacy coaching by examining 18 coaching sessions between a university-based literacy coach and a first-grade reading interventionist using Adobe (R) Connect, a web-based collaborative tool. The application provided a virtual meeting space and through the use of video pods the teacher and coach had synchronous audio and video communication. Each coaching session lasted approximately one hour and included a pre-observation discussion, an observation of a 30-minute individualized lesson with a struggling reader, and a debriefing conversation. Data, including transcriptions of the coaching sessions, interviews with participants, field notes, and journal entries were analyzed using the constant-comparative method.Findings - Findings showed the ability to link teachers and coaches in a virtual space creates new possibilities for engaging in reflective practice that certainly are not trouble-free, but do provide opportunities to think deeply about teaching and learning without being face-to-face.Practical implications - As school districts continue to experience budgetary cuts, it is important to explore alternative ways to support teachers. The findings identified in this study underscore the differences between face-to-face and virtual coaching. Understanding and accepting the limitations of the technology and recognizing the importance of the teacher/coach relationship could provide a starting point for school districts interested in computer-mediated communication.