ABSTRACT
The role of professional developer is the most commonly recognized responsibility of a literacy coach. School systems generally employ professional development as a universal strategy to improve teacher quality, encouraging ongoing inquiry into teaching practices and consistent improvement in student learning. A less formal type of professional development is the team meeting. Meanwhile, P. Honey and A. Mumford's Typology of Learners highlights individual preferences for each stage, which include the theorist, the activist, the reflector, and the pragmatist. The reflector likes to observe others and gather data before implementing new learning, such as from classroom visitations or modeling. The literacy coach may arrange for teachers to visit their colleagues' classrooms in order to observe others' practice as a means to refine their own pedagogy. Classroom teachers commonly ask literacy coaches to model lessons, current strategies, or aspects of new school initiatives. A dimension of coaching is co-planning with classroom colleagues.
