WALKING THE TIGHTROPE: BALANCING THE PRACTICES OF INSTRUCTIONAL COACHING WITH THE ROLE OF ADMINISTRATRIVE LEADERSHIP

Abstract

ABSTRACT

As school improvement efforts have increased over the past two decades, a focused attention has been placed on improving both teacher practices and student learning outcomes to meet increased accountability measures. School districts across the United States are turning to the use of an instructional coach in conjunction with more rigorous criteria for teacher evaluation implemented by building administrators. This study sought to explore how school administrators with backgrounds in instructional coaching were able to balance implementing evaluation frameworks while simultaneously implementing best practices and strategies from instructional coaching to lead instructional improvement in their buildings.

Following Seidman’s (2013) phenomenological interviewing method, I conducted a qualitative study with two participants who serve as building administrators who have a background in instructional coaching. Each participant completed two ninety-minute interviews that explored each participants’ relationship to the phenomenon through their background, current experiences, and how they used their experiences to define and describe the background. The literature review began by exploring Ericsson and Pool’s (2017 framework of expertise theory through purposeful practice while seeking to uncover how teacher evaluation frameworks, focused feedback, and instructional coaching helped to create what I termed the Highly Effective Instructional Leader. The data did support that administrators who have a background with instructional coaching do have the opportunity to engage teachers in purposeful practice, however, contextual factors did arise that produced mixed results for each participant.

This research was conducted during the Fall semester of the 2021-2022 school year which has also coincided with the continuation of the Coronavirus 2019 (COVID-19) pandemic. This pandemic has not only impacted the school environment for students but has also proven challenging for teachers and administrators as the general operations of the school have shifted to balance instructional improvement, student learning outcomes, and additional responsibilities incurred by the pandemic. This research study still provides evidence and lessons for administrators who are looking to embed a culture of continuous improvement within their schools.