An Exploration of the Professional Learning Needs of Instructional Coaches

Autor/in	Stulak, Nicole Konert
Titel	An Exploration of the Professional Learning Needs of Instructional Coaches
Quelle	(2018), (277 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Neumann University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-1125-7
Schlagwörter	Hochschulschrift; Dissertation; Coaching (Performance); Role; Professional Development; Educational Needs; Administrator Role; Competence; Employment Qualifications; Adult Learning; Cooperation; Interpersonal Competence; Knowledge Level; Pedagogical Content Knowledge; Goal Orientation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rollen; Educational need; Bildungsbedarf; Kompetenz; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Adulte education; Adult training; Erwachsenenbildung; Co-operation; Kooperation; Interpersonale Kompetenz; Wissensbasis; Pädagogische Kompetenz; Zielorientierung; Zielvorstellung
Abstract	This qualitative single case study explored the professional learning needs reported by three coaching roles and the central office administrators that supervise, evaluate or coordinate these roles. The study examined how the professional learning needs reported by the coaches align with the district's coaching goals, coaching requirements and essential coaching functions. In addition, the researcher identified the preferred professional learning opportunities and professional learning designs instructional coaches reported as most effective for their role. Although the impact of instructional coaching as a form of professional learning had been explored, at the time of this study research that investigated the self-reported professional learning needs and preferred learning designs of instructional coaches had not been thoroughly examined. Data collection methods included five focus groups, three administrator interviews and a document analysis. Six thematic findings were identified: adult learning, collaboration, role clarity, interpersonal skills, content knowledge and coaching support. The researcher identified the systemic development of coaching program goals, clearly defined coaching roles and a common understanding among all stakeholders as critical components for the success of a coaching program. This study contributed to the existing body of knowledge of professional learning for instructional coaches. The findings offered valuable insight for school entities looking to create, sustain and invest in instructional coaching as a research-based, high quality professional learning design. The results of this study provided critical information and implications for establishing a district aligned, professional learning model that is effective for adult learners charged with instructional coaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01