A Design Development Study of Integrating an Instructional Coaching LiteracyProgram to Promote Reading Achievement Among Low-Socioeconomic and English Language Learners in an Urban High School

This design study investigated the impact of an instructional coaching program focused on culturally responsive teaching instruction and supporting the reading development needs of English language learners and low-socioeconomic secondary students. The study examined the impact on student reading development by implementing a targeted instructional coaching program to support teacher capacity in culturally responsive teaching strategies. Critical findings of this research include: (1) teachers play an influential role in student academic success through quality instruction; (2) increasing teacher capacity in culturally responsive teaching increased student engagement; (3) using a targeted approach in implementing instructional support during professional learning communities and fostering collaboration to support teacher capacity. The implications of this research involved identifying a strong need to provide teachers with instructional leadership and support to meet the ongoing learning needs of English language learners and low-socioeconomic students in a Title 1 urban high school.