Graduation Year
2025
Date of Defense
3-21-2025
Degree Name
Doctorate in Education (EdD) in Educational Leadership
Department
School of Education and Human Development
Document Type
Dissertation
First Advisor
Kristine Woleck
Abstract
This dissertation examines the University of Florida Literacy Institute (UFLI) program, and the intersecting role of instructional coaching as a catalyst for professional growth in elementary education. Grounded in a mixed-methods approach, this study explores how teachers and literacy coaches engage with UFLI to enhance Tier 1 and Tier 2 literacy instruction within a multi-tiered system of supports (MTSS) framework. The research is conducted within a suburban school district with eight elementary schools. The quantitative component includes an analysis of DIBELS Oral Reading Fluency (ORF) data, measuring student progress in foundational reading skills following UFLI implementation. The qualitative component employs teacher and instructional coach surveys, as well as structured implementation walks, to capture the lived experiences of educators and assess the depth of instructional change. Additionally, the study explores how coaching functions as a mechanism for continuous improvement within MTSS by ensuring that evidence-based literacy practices are equitably enacted across diverse student populations.
Findings highlight student achievement results as well as the role of instructional coaching in building teacher capacity, fostering collaboration, and supporting fidelity of implementation. Implications extend to both district- and school-level leadership, emphasizing the importance of embedding sustained professional learning opportunities within literacy reform efforts. The study underscores the necessity of coaching as a conduit for equity, bridging the gap between research-based literacy frameworks and classroom practice. By examining the intersection of UFLI, instructional coaching and MTSS, this research contributes to the broader discourse on teacher leadership, literacy equity and systemic, instructional transformation.