ABSTRACT
The overarching intent and design of the course is to prepare graduate students to become literacy specialists and coaches. In order to effectively engage in the roles specialists and coaches must exhibit leadership, interpersonal, and communication skills that will enable them to work effectively in schools as they exist today. Along with the supportive roles, it is noteworthy to mention how language in the literacy field has been developed to more clearly define the role of a literacy coach. One aspect that documents teaching is within structured daily lesson plans teaching partners create together. Teachers use topic/content/rationale section to highlight the literacy events that will be taught on the given day including specific dialogue, prompts, and language teachers will use to introduce each literacy event. Teachers specify the artifacts that will be used during the lesson. These include texts, media, and tools such as graphic organizers.
