Virtual mentoring and coaching for school leaders participating in virtual professional learning communities. Issue 3 (25th August 2022)

• Record Type: Journal Article
• Authors: Irby, Beverly J.; Pashmforoosh, Roya; Tong, Fuhui; Lara-Alecio, Rafael; Etchells, Matthew J.; Rodriguez, Linda; Prickett, Christopher; Zhao, Yingying
• Is Part Of: International journal of mentoring and coaching in education. Volume 11:Issue 3(2022)
• Page Start: 274
• Page End: 292
• Publication Date: 2022-08-25
• Subjects: Virtual professional development (VPD) -- Virtual mentor-coaches -- Virtual professional learning communities (VPLCs) -- Virtual mentoring and coaching (VMC) -- School leaders -- Massive open online professional individualized learning (MOOPIL); Mentoring in education -- Periodicals; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Educational leadership -- Periodicals; 371.10205
• DOI: 10.1108/IJMCE-06-2021-0072
• Languages: English
• ISSNs: 2046-6854

Abstract

Abstract : Purpose: This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs. Design/methodology/approach: The authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data. Findings: An in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan. Practical implications: VMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions. Originality/value: Key steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.