Educational institutions involved in a school reform effort have been required by NCLB to incorporate certain programs into their structure to transform a stagnant culture to one of collaboration and academic achievement. One of the many areas of importance in this process is an increased emphasis on continuing professional development for staff. The purpose of this study was to examine teacher acceptance of a collegial coaching model as a means to influence an educators instructional practices and impact student achievement at a middle school. Quantitative and qualitative data was collected through mixed methodology encompassing personal interviews and survey completion. Study design uncovered similarities and differences in perspectives through the responses given by teacher and administrator participants. The goal of the researcher was to compile data to formulate an answer to the major research question: How has professional development delivered by colleagues provided a basis for change and influenced teaching practices of staff members at Steel Town Middle School. Three subsequent questions related to the major research question: 1) What role does professional development play in relation to accountability and school improvement? 2) How has collegial coaching enhanced teaching practices and instructional delivery? 3) How has collegial coaching influenced a move from isolationism to collaboration and the establishment of professional learning communities? Responses speak to the vision of the school, accountability, and the influence a coaching model has had on sharing, communication, and collaboration within the building. The findings indicate that teachers believe a coaching model is a viable means to provide professional development to staff; however, certain criteria have restricted the initiative from having the influence desired for a change in teaching practices and the establishment of professional learning communities. The administrators saw the coaching model as successful, a contrast to many of the teacher responses. Disadvantages and advantages to a coaching model are noted by both groups. The results of this study revealed that instituting a coaching model in an educational setting requires some forethought and planning and it essential that key elements, and personnel, are in place for the initiative to reap the desired benefits.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04222008-114354 |
| Date | 27 June 2008 |
| Creators | Chapman, Karen Lee |
| Contributors | Richard Seckinger, Charles Gorman, Sean Hughes, Charlene Trovato |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04222008-114354/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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