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Skills and Qualities for Classroom Teachers Transitioning into the Role of Instructional Coach

Amling, Debra L
http://orcid.org/0000-0001-8231-6460
http://rave.ohiolink.edu/etdc/view?acc_num=miami1591875463437557

Abstract Details

2020, Doctor of Education, Miami University, Educational Leadership.
Purpose. The purpose of this qualitative study was to determine the skills and qualities necessary for a classroom teacher to successfully transition into the role of an instructional coach. There appears to be limited data and research on this subject that could be used to assist school districts in hiring the best candidate for the role of instructional coach. Methods. The research question chosen for this qualitative case study investigated the qualities and skills of successful instructional coaches as determined by their peers, evaluators and the coaches themselves. The participants were purposefully selected because they are successful instructional coaches or in a relationship with a successful instructional coach as a classroom teacher or administrator. The combination of surveys and semi-structured interviews provided insight into specific skills and qualities instructional coaches possess which contribute to success in their role. Results. This study analyzed the skills and qualities of an instructional coach based on interviews and surveys with teachers, administrators and coaches. The initial data analysis revealed thirty-four subthemes. Based on the research, these subthemes were grouped into four distinct themes: relationship building skills, skills related to curriculum, leadership skills and qualities and personal qualities. After the analysis of the research, it was determined that the skills were not as vital as I had previously thought. Rather, it appears to be the qualities that a coach already possesses that are most significant in terms of allowing them to develop the skills they need as coaches. With this understanding, it is recommended that specific qualities rather than skills should be the primary focus of a hiring process for an instructional coach.
Lucian Szlizewski, Dr (Advisor)
Joel Malin, Dr (Committee Co-Chair)
Stephanie Danker, Dr (Committee Co-Chair)
82 p.
Educational Leadership
instructional coach; skills; qualities; grounded theory

Recommended Citations

Citations

  • Amling, D. L. (2020). Skills and Qualities for Classroom Teachers Transitioning into the Role of Instructional Coach [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1591875463437557

    APA Style (7th edition)

  • Amling, Debra. Skills and Qualities for Classroom Teachers Transitioning into the Role of Instructional Coach. 2020. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1591875463437557.

    MLA Style (8th edition)

  • Amling, Debra. "Skills and Qualities for Classroom Teachers Transitioning into the Role of Instructional Coach." Doctoral dissertation, Miami University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1591875463437557

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Miami University and OhioLINK.