Supportive Systems for Building Capacity of the Elementary Instructional Coach Metadata

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Title

  • Main Title Supportive Systems for Building Capacity of the Elementary Instructional Coach

Creator

  • Author: Fiori, Christy
    Creator Type: Personal

Contributor

  • Chair: van Tassell, Frances
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Chair: Ezzani, Miriam
    Contributor Type: Personal
    Contributor Info: Co-Major Professor
  • Committee Member: Voelkel, Robert
    Contributor Type: Personal
  • Committee Member: Nye, Gary
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas
    Additional Info: www.unt.edu

Date

  • Creation: 2017-12

Language

  • English

Description

  • Content Description: The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.
  • Physical Description: viii, 153 pages

Subject

  • Keyword: building capacity
  • Keyword: change process
  • Keyword: coaching
  • Keyword: collaboration
  • Keyword: communication
  • Keyword: campus administration support
  • Keyword: district administration support
  • Keyword: fast-growth
  • Keyword: human capital
  • Keyword: instructional coach
  • Keyword: learning organization
  • Keyword: professional learning
  • Keyword: professional learning communities
  • Keyword: role clarity
  • Keyword: shared leadership
  • Keyword: social capital
  • Keyword: student learning
  • Keyword: student results
  • Keyword: supportive structures
  • Keyword: Education, Curriculum and Instruction
  • Keyword: Education, Elementary
  • Keyword: Education, General
  • Library of Congress Subject Headings: Teachers -- In-service training.
  • Library of Congress Subject Headings: Mentoring in education.
  • Library of Congress Subject Headings: Elementary school teachers.
  • Library of Congress Subject Headings: Professional learning communities.
  • Library of Congress Subject Headings: Employees -- Coaching of.

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights Holder: Fiori, Christy
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Accession or Local Control No: submission_912
  • Archival Resource Key: ark:/67531/metadc1062803

Degree

  • Degree Name: Doctor of Education
  • Degree Level: Doctoral
  • Academic Department: Department of Teacher Education and Administration
  • College: College of Education
  • Degree Discipline: Educational Leadership
  • Degree Publication Type: disse
  • Degree Grantor: University of North Texas

Note

  • Embargo Note: The work will be published after approval.
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