Creator

Diane L. Lauer

Advisor

Vogel, Linda R.

Committee Member

Zila, Randall D.

Committee Member

Weiler, Spencer

Department

Education Research, Leadership and Technology

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

8-1-2013

Genre

Thesis

Extent

149 pages

Digital Origin

Born digital

Description

Principals that work with instructional coaches need to understand the conditions necessary to maximize their impact on teacher effectiveness. With any school improvement initiative, the positive presence and explicit support provided by the principal is critical to its overall success (Leithwood & Riehl, 2003; Leithwood et al, 2008; Waters, Marzano, & McNulty, 2003). The insights and perspectives of instructional coaches and principals can be analyzed to improve the systemic integration of this educational reform innovation. A qualitative methodology using a grounded theory approach was used to gather data and develop the theory. Eight instructional coaches and two principals were recruited from two medium-sized school districts in a Western State. These districts were purposefully selected because their instructional coaches engage in the core practices of high quality instructional coaching identified in the literature review (Borman & Feger, 2006). This study posits that principal attitudes and actions impact the capability of instructional coaches to increase teacher effectiveness. When principals demonstrate certain attitudes and actions, instructional coaches feel better able to increase teacher effectiveness. When these attitudes and actions are not present, instructional coaches feel their efforts in raising teacher quality are diminished.

Degree type

PhD

Degree Name

Doctoral

Language

English

Local Identifiers

Lauer_unco_0161D_10274

Rights Statement

Copyright is held by author.

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