As instructional coaches are being implemented across the country, their purpose is reviewed, as well as which types of instructional coaching tend to have the most impact on teachers' instructional growth. In this study, I explored instructional coaching and coaches' perceived effectiveness as they work with teachers. A look at the effect of non-evaluative feedback with an instructional coach, and how that helps sustain teachers' pedagogical practice, is taken into consideration as coaches' work towards developing teacher efficacy. I examined instructional coaching through the conceptual framework of professional development and change. This qualitative study included a focus group, personal narratives, and individual interviews to analyze the components of successful instructional coaching models, and how well instructional coaches feel supported as they work with teachers. Findings demonstrated that instructional coaches perceive their work with teachers to be effective and provided information on the practices and conditions that surround their work. The information gained from the study provides a resource for district leaders to evaluate a current coaching model program, or implement a new coaching model program, within their district.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1062802 |
| Date | 12 1900 |
| Creators | Koehler, Laura Yvette |
| Contributors | Huffman, Jane B., Ezzani, Miriam, Doughney, John, Arthur, Mary |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | xi, 137 pages, Text |
| Rights | Public, Koehler, Laura Yvette, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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