Defense Date

2-18-2014

Graduation Date

Spring 2014

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Interdisciplinary Doctoral Program for Education Leaders (IDPEL)

School

School of Education

Committee Chair

Rick R McCown

Committee Member

Launcelot Brown

Committee Member

Deborah Scigliano

Keywords

coaching, community, development, professional, teacher

Abstract

Over the past few decades, stakeholders in education have placed significant emphasis on student achievement. Educational reform in the United States and internationally has set ambitious goals for student learning. Additionally, educational reform demands transformations in classroom practices for teachers to become agents of change. As such, teacher professionalism is at a threshold; moral purpose and change agentry are implicit in good teaching and effective change (Fullan, 1993). Systems do not change themselves; rather, they change through the actions of individuals and small groups (Fullan, 1993). In light of this notion, and in the face of educational reform and accountability, this study aimed to increase understanding of the influence of professional learning communities (PLCs) and propose an instructional coaching model to foster collaborative change. The purpose of this study was to examine how instructional coaching influences teachers' and principals' behaviors and the learning environment.

Format

PDF

Language

English

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