Examining the effectiveness of a professional learning opportunity focused on student-centered coaching: Perceptions from instructional coaches.

摘要

This qualitative study examined the strengths and challenges of implementing a professional learning opportunity focused on student-centered coaching. The student-centered instructional coaching program was part of a district-wide initiative at ABC School District, focused on addressing the learning needs of all students within the district by utilizing student evidence to make instructional decisions. The research questions that guided this study included the following: (a) How does utilizing a professional learning opportunity focused on student-centered coaching impact the knowledge and skills of instructional coaches within a school; (b) what aspects of the professional learning opportunity have a positive impact on coaches' practice; (c) what aspects of the professional learning opportunity could be eliminated or added; (d) how do coaches describe their work and its impact on student achievement? By accessing data collected by the school district, this researcher conducted secondary data analysis of: (a) surveys, (b) focus group, and (c) interviews with coaches. Data were collected by the school district at the beginning, mid, and end points of professional learning. The data analysis process included the identification of emerging themes, patterns and/or perspectives from the 85 instructional coaches within the district that participated in the student-centered professional learning opportunity. Through this study, these data were accessed and analyzed, resulting in several themes. The first emerging theme is that the learning communities that developed because of this training have shown to be valuable in informing future coaching practices and support within the district. Second, instructional coaches do not believe they have adequate time to engage in coaching cycles due to their current roles and responsibilities. Third, instructional coaches do not believe the communication between school leaders and teachers regarding the value of student centered coaching has been effective.