The Impact of Coaching on K-3 Literacy Instruction in Michigan. Policy Brief
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| Title: | The Impact of Coaching on K-3 Literacy Instruction in Michigan. Policy Brief |
|---|---|
| Language: | English |
| Authors: | Lori Bruner, Tanya S. Wright, Michigan State University (MSU), Education Policy Innovation Collaborative (EPIC) |
| Source: | Education Policy Innovation Collaborative. 2026. |
| Availability: | Education Policy Innovation Collaborative. 620 Farm Lane, Suite 236, East Lansing, MI 48824. Tel: 517-884-0377; e-mail: epicedpolicy@msu.edu; Web site: https://epicedpolicy.org/ |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305H190004 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Literacy Education, Coaching (Performance), Early Childhood Education, Early Childhood Teachers, Program Effectiveness, Teacher Competencies, State Legislation, Program Implementation, Fidelity, Time, Evidence Based Practice, Faculty Development, Context Effect |
| Geographic Terms: | Michigan |
| Abstract: | Michigan's Read by Grade Three Law includes a statewide investment in Intermediate School District (ISD) early literacy coaching designed to strengthen research-aligned instruction in K-3 classrooms. Drawing on data collected across three school years, including 318 hours of observations in 89 classrooms, 1,330 coaching logs, and interviews with 18 ISD early literacy coaches, this brief examines how coaching has been implemented under this policy and whether it has supported improvements in teachers' literacy instruction. Key findings include: (1) Teachers who received literacy coaching demonstrated greater instructional growth. Coached teachers showed greater improvements in research-aligned literacy practices over one school year than teachers in a waitlist comparison group; (2) Coaches implemented statewide literacy frameworks with high fidelity. Most coaching time focused on research-aligned literacy practices and high-intensity coaching activities such as modeling lessons, classroom observations, and one-on-one conferencing with teachers; (3) Focused, high-intensity coaching mattered more than the total amount of coaching time. Teachers showed the greatest instructional improvement when coaching time emphasized research-aligned literacy practices and high-intensity coaching processes; (4) Coaching implementation varied across contexts. Despite shared statewide frameworks, coaches differed in coaching time, instructional focus, and coaching processes, resulting in four distinct implementation profiles; and (5) Local systems shaped coaching effectiveness. Coaches reported more successful implementation when they had manageable caseloads, clearly defined roles, access to research-aligned curriculum materials, supportive administrators, and ongoing professional learning. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED680344 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED680344 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: The Impact of Coaching on K-3 Literacy Instruction in Michigan. Policy Brief – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lori+Bruner%22">Lori Bruner</searchLink><br /><searchLink fieldCode="AR" term="%22Tanya+S%2E+Wright%22">Tanya S. Wright</searchLink><br /><searchLink fieldCode="AR" term="%22Michigan+State+University+%28MSU%29%2C+Education+Policy+Innovation+Collaborative+%28EPIC%29%22">Michigan State University (MSU), Education Policy Innovation Collaborative (EPIC)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Education+Policy+Innovation+Collaborative%22"><i>Education Policy Innovation Collaborative</i></searchLink>. 2026. – Name: Avail Label: Availability Group: Avail Data: Education Policy Innovation Collaborative. 620 Farm Lane, Suite 236, East Lansing, MI 48824. Tel: 517-884-0377; e-mail: epicedpolicy@msu.edu; Web site: https://epicedpolicy.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Institute of Education Sciences (ED) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: R305H190004 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22State+Legislation%22">State Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Michigan's Read by Grade Three Law includes a statewide investment in Intermediate School District (ISD) early literacy coaching designed to strengthen research-aligned instruction in K-3 classrooms. Drawing on data collected across three school years, including 318 hours of observations in 89 classrooms, 1,330 coaching logs, and interviews with 18 ISD early literacy coaches, this brief examines how coaching has been implemented under this policy and whether it has supported improvements in teachers' literacy instruction. Key findings include: (1) Teachers who received literacy coaching demonstrated greater instructional growth. Coached teachers showed greater improvements in research-aligned literacy practices over one school year than teachers in a waitlist comparison group; (2) Coaches implemented statewide literacy frameworks with high fidelity. Most coaching time focused on research-aligned literacy practices and high-intensity coaching activities such as modeling lessons, classroom observations, and one-on-one conferencing with teachers; (3) Focused, high-intensity coaching mattered more than the total amount of coaching time. Teachers showed the greatest instructional improvement when coaching time emphasized research-aligned literacy practices and high-intensity coaching processes; (4) Coaching implementation varied across contexts. Despite shared statewide frameworks, coaches differed in coaching time, instructional focus, and coaching processes, resulting in four distinct implementation profiles; and (5) Local systems shaped coaching effectiveness. Coaches reported more successful implementation when they had manageable caseloads, clearly defined roles, access to research-aligned curriculum materials, supportive administrators, and ongoing professional learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: CodeSource Label: IES Funded Group: SrcInfo Data: Yes – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: ED680344 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680344 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 Subjects: – SubjectFull: Literacy Education Type: general – SubjectFull: Coaching (Performance) Type: general – SubjectFull: Early Childhood Education Type: general – SubjectFull: Early Childhood Teachers Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Teacher Competencies Type: general – SubjectFull: State Legislation Type: general – SubjectFull: Program Implementation Type: general – SubjectFull: Fidelity Type: general – SubjectFull: Time Type: general – SubjectFull: Evidence Based Practice Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Context Effect Type: general – SubjectFull: Michigan Type: general Titles: – TitleFull: The Impact of Coaching on K-3 Literacy Instruction in Michigan. Policy Brief Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Michigan State University (MSU), Education Policy Innovation Collaborative (EPIC) – PersonEntity: Name: NameFull: Lori Bruner – PersonEntity: Name: NameFull: Tanya S. Wright IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 2026 Titles: – TitleFull: Education Policy Innovation Collaborative Type: main |
| ResultId | 1 |
