{"id":4179,"date":"2018-10-20T12:54:34","date_gmt":"2018-10-20T16:54:34","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=4179"},"modified":"2021-05-04T15:16:13","modified_gmt":"2021-05-04T19:16:13","slug":"principal-experiences-with-early-literacy-specialists-survey-results","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2018\/10\/20\/principal-experiences-with-early-literacy-specialists-survey-results\/","title":{"rendered":"Principal Experiences with Early Literacy Specialists: Survey Results"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]As part of SDP\u2019s early literacy initiative, all elementary schools serving kindergarten through third-grade students have a full-time Early Literacy Specialist coach as of 2017-18.<strong> This slide deck presents the results of a 2018 survey administered to principals about their experiences with Early Literacy Specialists,<\/strong> including principal satisfaction; the perceived benefits, helpfulness, and impact of coaching; and program implementation, associated challenges, and possible expansion.<\/p>\n<p>Use the button below to view the slide deck.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO VIEW THE SLIDE DECK&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2019%2F03%2FELS-Principal-Survey-Results-June-2018.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Results from a 2018 principal survey about the perceived benefits and challenges associated with Early Literacy Specialist coaching.<\/p>\n","protected":false},"author":21878,"featured_media":4487,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[130],"tags":[],"class_list":["post-4179","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-literacy"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4179","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=4179"}],"version-history":[{"count":3,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4179\/revisions"}],"predecessor-version":[{"id":4488,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4179\/revisions\/4488"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4487"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=4179"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=4179"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=4179"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}