Not so basic training: improving instructional coach preparation by implementing an instructional coach institute

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Shannon Dawn Marlowe (Creator)
Jennifer Rapp Shelton (Creator)
Western Carolina University (WCU )
Web Site:
Heidi Von Dohlen

Abstract: Legislation over the last few decades has ushered in an era of high stakes testing and accountability, prompting school districts to seek innovative strategies to improve student achievement. One such strategy is to build the capacity of teachers and administrators through the support of instructional coaches, skilled educators who provide job embedded professional development for teachers. The skills an instructional coach needs to be successful, such as understanding andragogy, conducting coaching cycles, promoting equitable learning opportunities and providing effective feedback, are varied from those of a classroom teacher. Unfortunately, programs specific to instructional coach preparation are typically costly and not readily accessible. Instead, the skills an instructional coach needs are generally learned “on the job”, taking up valuable time coaches could be working with teachers to improve student outcomes. In an effort to effectively prepare aspiring instructional coaches prior to taking on the role, the researchers designed and implemented an Instructional Coach Institute, measuring the impact on participants as they learned about the principles and skills of instructional coaching and equitable classroom practices. The research used a pretest and posttest design to quantitatively measure impact in conjunction with double blind In Vivo coding of qualitative data. The purpose of this research was to improve the preparation of potential instructional coach candidates by strengthening the skills of current educators. Ultimately, improved preparation and knowledge of potential instructional coaches may improve the achievement of all students in the Apple Ridge Public Schools, especially minoritized or marginalized students.

Additional Information

Language: English
Date: 2021
Equitable Classroom Practices, Equity, Instructional Coach, Preparation, Professional Development
Classrooms -- Equity
Instructional systems -- Mentoring
Educators -- Career development

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