A Descriptive Single-Embedded Case Study of Novice and Veteran Teachers' Perspectives of Instructional Coaching

• Main Author: Squire, Patsy O
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2016
• Subjects: Coaching (Performance); Computer Assisted Instruction; Educational leadership
• ISBN: 1339978148; 9781339978147

The pressure to improve the quality of instruction in schools may be higher today than any other time in the history of the United States. To respond to this urgent demand, school administrators across the nation are hiring instructional coaches. The lack of information about instructional coaching puts principals and districts at risk. If principals and other decision makers do not understand exemplary coaching practices, they risk spending dollars on instructional coaching programs that do not improve teacher development. The purpose of this descriptive single-embedded case study was to explore practicing novice and veteran elementary school teachers’ perceptions of instructional coaching as professional development as implemented at their school. This study focused on the teachers’ perceptions of (a) instructional coaching as a method for improving teaching and student learning, (b) the possible benefits and barriers to effective instructional coaching, and (c) specific attributes of instructional coaching and coaches such as knowledge, skills, and resources critical for successful outcomes. The methodology is grounded in a qualitative approach. A stratified purposeful sampling strategy provided distinct levels of involvement with an instructional coach with respect to sustained instructional improvement for teachers supported by an instructional coach. During the 2012-2013 school year, local school system administrators implemented an instructional coaching program in 21 of 37 Title I schools. Six participating teachers were selected to participate in this study based on experience, familiarity of school, and the opportunity to work with an instructional coach. The teachers participated in semi-structured and open-ended interviews. Each participant was observed in professional settings with an instructional coach. The novice and veteran teachers shared a positive view of instructional coaching as professional development. Novice and veteran teachers agreed that the instructional coaching model should include the following components: additional materials to support student learning, help in the classroom, model lessons, and facilitated group discussions. Future studies should examine the potential for teachers and instructional coaches to share successful practices for others to replicate.