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Experiences, Challenges and Preparat...

Luu, Kien Nam.

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Experiences, Challenges and Preparation of Instructional Coaches = = 教學指導員的經驗，挑戰及準備.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Experiences, Challenges and Preparation of Instructional Coaches =/
其他題名:	教學指導員的經驗，挑戰及準備.
作者:	Luu, Kien Nam.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	162 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28148151
ISBN:	9798698549352

Experiences, Challenges and Preparation of Instructional Coaches = = 教學指導員的經驗，挑戰及準備.
Luu, Kien Nam.

Experiences, Challenges and Preparation of Instructional Coaches =教學指導員的經驗，挑戰及準備. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 162 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2020.

This item must not be sold to any third party vendors.

This study explored the professional experiences and challenges of instructional coaches in one Canadian educational jurisdiction. While school districts throughout North America build the instructional capacity of teachers through summer institutes, professional learning communities (PLCs), and additional qualification courses (AQs), instructional coaching is a recent addition to this repertoire. There is abundant instructional coach (IC) research that is situated in the USA. Instructional coach studies conducted in Ontario, Canada are salient but are limited. This study investigates the perspectives of ten instructional coaches employed by a large, urban Ontario school district. The data collected from these participants led to five major findings: (1) Instructional Coaches were not fully aware of their roles and responsibilities; (2) Instructional Coaches supported educators on many levels: facilitated professional learning, provided resources, collaborated on school improvement planning and trained other IC colleagues; (3) Instructional Coaches were not fully prepared for the role and duties of instructional coaching; (4) Instructional Coaches identified a lack of clear communication among various stakeholder groups; and (5) Instructional Coaches suggested preparation planning for aspiring ICs. These included enrolling in additional qualification courses, developing sound instructional skills, being flexible, being able to handle resistance and being able to build professional rapport with other educators. Instructional coaches carried out a multitude of responsibilities while providing pedagogical support to educators and navigating complex environments. This study will inform decisions on implementation of IC support in school districts and provide further insights into the training, preparation and support for ICs.

ISBN: 9798698549352Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Instructional coach

Experiences, Challenges and Preparation of Instructional Coaches = = 教學指導員的經驗，挑戰及準備.
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520 $a This study explored the professional experiences and challenges of instructional coaches in one Canadian educational jurisdiction. While school districts throughout North America build the instructional capacity of teachers through summer institutes, professional learning communities (PLCs), and additional qualification courses (AQs), instructional coaching is a recent addition to this repertoire. There is abundant instructional coach (IC) research that is situated in the USA. Instructional coach studies conducted in Ontario, Canada are salient but are limited. This study investigates the perspectives of ten instructional coaches employed by a large, urban Ontario school district. The data collected from these participants led to five major findings: (1) Instructional Coaches were not fully aware of their roles and responsibilities; (2) Instructional Coaches supported educators on many levels: facilitated professional learning, provided resources, collaborated on school improvement planning and trained other IC colleagues; (3) Instructional Coaches were not fully prepared for the role and duties of instructional coaching; (4) Instructional Coaches identified a lack of clear communication among various stakeholder groups; and (5) Instructional Coaches suggested preparation planning for aspiring ICs. These included enrolling in additional qualification courses, developing sound instructional skills, being flexible, being able to handle resistance and being able to build professional rapport with other educators. Instructional coaches carried out a multitude of responsibilities while providing pedagogical support to educators and navigating complex environments. This study will inform decisions on implementation of IC support in school districts and provide further insights into the training, preparation and support for ICs.
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