Date of Award

Spring 5-20-2021

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

David B. Reid, Ph.D.

Committee Member

Daniel Gutmore, Ph.D.

Committee Member

Daniel Robertozzi, Ed.D.

Keywords

achievement gap, coaching, instructional coaching, master teacher, peer coaching, professional development

Abstract

High expectations for student achievement, the continuous evolution of teacher evaluation protocols, and the No Child Left Behind Act of 2001 have led schools and districts to find effective, ongoing professional development for teachers. Schools and districts have invested a great deal of time, energy, and money offering teachers the opportunities for ongoing professional development. One specific professional development approach many United States schools and districts have adopted is instructional coaching. The purpose of this study was to understand the experiences of teachers who have worked with early childhood instructional coaches. This study identified a better understanding of what instructional coaches do with early childhood teachers, and the experiences that pre-kindergarten and kindergarten teachers have when working with early childhood coaches. This inquiry study also aimed to understand how teachers describe the influence of instructional coaching on their instructional pedagogy. This qualitative research study was guided by three research questions: (1) How do early childhood teachers describe their engagement with instructional coaches? (2) In what ways do instructional coaches interact with early childhood teachers? and (3) How do teachers describe the influence of instructional coaching on their instructional pedagogy? Data were collected by a survey using a Likert 5-pt. scale and open-ended questions, semi-structured interviews, and a document analysis. An explanatory case study design was appropriate for this study to understand teachers’ perceptions of the effectiveness of early childhood instructional coaches. Findings from this research are significant because they will help determine the factors as to why some teachers utilize instructional coaches and why others resist the coaching model.

Keywords: achievement gap, coaching, instructional coaching, master teacher, peer coaching, professional development

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