Instructional Specialists’ Self-Perceptions of Attributes for Coaching: Case Studies in a Coaching Program

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Spring 2021

Abstract

This study contributes to the knowledge and planning that impacts the efforts and staffing of instructional specialists. This investigation contributes to having a better understanding of what an instructional specialist possesses in terms of qualities when interacting with teachers. Further implications can help determine how to shape and develop a coaching program. Professional development can focus on specific qualities that lead to advancing the capacity of instructional specialists. The case studies collected offer a deep understanding of the self-perceptions instructional specialists hold about their responsibilities in their role. Coaching is influenced by factors that are driven by district requirements, state mandates, and program initiatives. The purpose of this study was to take into account what an instructional specialist perceived in terms of attributes as they are the ones who are in the day-to-day work of balancing demands from all stakeholders. Drawing on information from interviews, coaching documents, and a focus group, I analyzed data as to what attributes lent themselves to coaching experiences. Based on the self-perceptions from the participants I was able to conclude on five attributes that were representative of the views of instructional specialists within a coaching program. Instructional specialists expressed notions that represented attributes that included being personal, dutiful, servant, flexible, and having a growth mindset. Keywords: instructional specialist, professional development, coaching.

Advisor

Juan Araujo

Subject Categories

Curriculum and Instruction | Education

Link to Full Text

Share

COinS