Files
Abstract
Research findings have established the important role coaches play in professional development for teachers and the strategies and characteristics coaches should demonstrate for effective practice. Following the strategies outlined in the literature does not guarantee coaches success in assisting teachers in transforming instruction. The information on instructional coaching has stopped short of examining the perspectives of instructional coaches related to their experiences in supporting teachers in professional learning. This study explored instructional coaches perspectives about the successes and challenges experienced while working with teachers. Specifically, this study sought to answer the overall research question: What are instructional coaches perspectives about the successes and challenges they experience while working with teachers? This qualitative research study used a case study design that included data from semi-structured one-on-one interviews, journal entries, and documents. Data were analyzed using the constant comparative method.Albeit a small sample size of instructional coaches from a single rural school system participated, several themes emerged from the data: 1) Instructional coaches self-identify their roles based on their beliefs about how the instructional coach position should meet the needs within their respective schools; 2) Instructional coaches feel comfortable in their position when the coaching structure framed by the schools principal aligns with their strengths; 3) Barriers such as expectations of self, content knowledge, and other teachers affect instructional coaches confidence within the job; 4) Instructional coaches maintain credibility of the instructional coach position by understanding the work of a classroom teacher and teaching students.