Instructional coaching has become a popular and widely-used form of professional development for educators. The influence instructional coaches have on individual teachers, students in classes where teachers are coached, and the general effectiveness of coaching programs can be complicated to decipher. This dissertation analyzed the instructional coaching arm of a program entitled Teachers Coaching Teachers (TCT), collaboratively created through a partnership with district leadership and a local teachers’ union. Two analyses were conducted. Pre and post instructional survey results from 139 teachers on instructional competency and job satisfaction, and student growth data from 30 teachers’ classes over the course of two years were analyzed using a first differencing statistical approach. In both studies, coaching was found to produce a statistically significant positive impact.
|Advisor:||Carpenter, Dick M.|
|Commitee:||Harmon, Corinne, Knight, Jim, Mendez, Sylvia, Strawn, Dallas|
|School:||University of Colorado Colorado Springs|
|Department:||Leadership, Research, and Foundations|
|School Location:||United States -- Colorado|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Keywords:||Instructional coaching, Student growth, Teacher competency, Teacher job satisfaction|
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