Coaching our coaches: How online learning can address the gap in preparing K-12 instructional coaches. (February 2020)

• Record Type: Journal Article
• Authors: Stoetzel, Lindsay; Shedrow, Stephanie
• Is Part Of: Teaching and teacher education. Volume 88(2020)
• Publication Date: 2020-02
• Subjects: Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.102959
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This paper examines why educators in an online coaching program sought professional development and how learning experiences fostered professional growth. A qualitative case study was employed to highlight four participant experiences. Findings demonstrate that educators prioritized the need to define and organize their work as coaches. While the social nature of learning was instrumental, the job-embedded nature of coursework was foundational to grounding inquiry in authentic problems of practice. Together, these experiences enabled participants to flexibly map learning to their specific school context(s). Implications address future designs of professional learning for educators. Abstract : Highlights: Educators prioritized the need to define and organize coaching work. The online platform supported professional growth through job-embedded assignments. The design of social interactions provided individualized and applicable feedback. Activities were most impactful when responsive to authentic problems of practice.