Middle School Literacy Coaches: Perceptions of Roles and Responsibilities

Abstract

This article describes a qualitative study conducted to explore the daily roles and responsibilities of middle school literacy coaches and to compare them with the International Reading Association’s recommended standards literacy coaches (IRA, 2006). Four middle school literacy coaches, all employed at different middle schools within the same district in the southeastern United States participated in this study. Findings reveal some consistencies in roles such as building rapport and evaluation of literacy needs.