As a form of teacher professional development, districts and schools are turning to an instructional coaching model for teacher learning, growth, and support. To date, however, few have sought to identify the specific characteristics and conditions that contribute to the success of the instructional coach, particularly in terms of the principal and instructional coach relationship. The purpose of this study was to explore the perceptions of instructional coaches regarding the types of supports, conditions, and relationships they encounter and believe they need in their work with principals to more effectively impact teacher instruction, thus, student achievement. An exploratory case study research design and approach was utilized. Two different data collection tools were used to interview instructional coaches: focus group interviews and semi-structured, face-to-face individual interviews. The following principal behaviors that impact the instructional coaches' work the most were identified: (a) time for the coach and principal to meet, (b) trust and mutual respect built from the principal and coach relationship, (c) protection of the coaching role from administrative duties, (d) a public endorsement of the coaches' work and impact, (e) shared vision and leadership, and (f) a culture of growth and continued learning. Specific principal actions, practices, and critical components of the instructional coach and principal relationship that impact instructional coaches' work with teachers, implications for future practice, and recommendations for future research are provided.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1752375 |
| Date | 12 1900 |
| Creators | Norman, Lani Suzanne |
| Contributors | Pazey, Barbara, Waddell, Stephen, Jennings, Cheryl, Doughney, John |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 121 pages, Text |
| Rights | Public, Norman, Lani Suzanne, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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