{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:265"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:265","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"The less traveled way : Views of the reflective coach","abstract":"Jacobs, Ronett D. Transformational coaches skillfully guide meaningful conversations to serve students, teachers, and other clients. Studies often address teachers' need for having reflective practice to provide instruction in today's diverse classroom environment. Often, how teachers learn to reflect on classroom practice is with the help of a coach. However, this Intuitive Inquiry research study asks the reader to consider the inner thought life of the transformational coach. Readers are invited to embark on a spirit-led journey to lean forward, taking a closer look into the reflection practice of coaches through a qualitative five cycle hermeneutics structure, developed by Rosemarie Anderson (2019). The content of this dissertation is deeply rooted in the Christian faith of the researcher and allows the reader to explore the impact that reflection has on the practices of transformational coaches and how self-reflection reveals the coaching mindset. Throughout, the researcher intimately shares her devotionals which help her—a Black female Transformational Coach—and other coaches to remember, reflect, and find joy in their purpose. She reveals that reflection brings about excellence in coaching practice because it allows coaches to think about their coaching moves more deeply and ultimately spurs growth. This study examines coaches' perceptions, personal opinions, beliefs about themselves and their clients. Respondents included master teachers, administrators, mental health professionals that work in K-12 schools or adjacent school communities. The primary framework underpinning this research is a document created in 2019 and updated in 2021 by the International Federation of Coaching (IFC). The seven themes comprised the mindsets of coaches from reflection data submitted in narrative form. The seven themes that emerge from the study are: reflection becomes a coach's practice of presence involving mind, body, and spirit that 8 enhances self-awareness; reflection grows asset-based mindsets (strengths consciousness) as opposed to fixed mindsets; reflection reveals a coach's compassion for self and others; reflection increases the coach's relational capacity, connectedness, synergy —interdependence awareness; reflection increases agency and a sense of empowerment in a coach; and reflection prompts action in a coach and Reflection leads to a coach's curiosity and learning. The ICF’s competencies provide the framework to which these themes align. Implications for future research include but are not limited to determining the impact that reflective practice has on Equity coaching practice. Lastly, additional research is needed to understand the impact and usefulness of a coaching reflection framework targeting contemplative practices of transformational coaches.","abstract_html":"Jacobs, Ronett D. Transformational coaches skillfully guide meaningful conversations to serve students, teachers, and other clients. Studies often address teachers' need for having reflective practice to provide instruction in today's diverse classroom environment. Often, how teachers learn to reflect on classroom practice is with the help of a coach. However, this Intuitive Inquiry research study asks the reader to consider the inner thought life of the transformational coach. Readers are invited to embark on a spirit-led journey to lean forward, taking a closer look into the reflection practice of coaches through a qualitative five cycle hermeneutics structure, developed by Rosemarie Anderson (2019). The content of this dissertation is deeply rooted in the Christian faith of the researcher and allows the reader to explore the impact that reflection has on the practices of transformational coaches and how self-reflection reveals the coaching mindset. Throughout, the researcher intimately shares her devotionals which help her—a Black female Transformational Coach—and other coaches to remember, reflect, and find joy in their purpose. She reveals that reflection brings about excellence in coaching practice because it allows coaches to think about their coaching moves more deeply and ultimately spurs growth. This study examines coaches' perceptions, personal opinions, beliefs about themselves and their clients. Respondents included master teachers, administrators, mental health professionals that work in K-12 schools or adjacent school communities. The primary framework underpinning this research is a document created in 2019 and updated in 2021 by the International Federation of Coaching (IFC). The seven themes comprised the mindsets of coaches from reflection data submitted in narrative form. The seven themes that emerge from the study are: reflection becomes a coach's practice of presence involving mind, body, and spirit that 8 enhances self-awareness; reflection grows asset-based mindsets (strengths consciousness) as opposed to fixed mindsets; reflection reveals a coach's compassion for self and others; reflection increases the coach's relational capacity, connectedness, synergy —interdependence awareness; reflection increases agency and a sense of empowerment in a coach; and reflection prompts action in a coach and Reflection leads to a coach's curiosity and learning. The ICF’s competencies provide the framework to which these themes align. Implications for future research include but are not limited to determining the impact that reflective practice has on Equity coaching practice. Lastly, additional research is needed to understand the impact and usefulness of a coaching reflection framework targeting contemplative practices of transformational coaches.","abstract_has_math":false,"creators":["Jacobs, Ronett D."],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-27T18:44:28Z","subjects":["Educational leadership","Transformational leadership"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/265","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Jacobs, Ronett D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational leadership","Transformational leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/265"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Jacobs, Ronett D. Transformational coaches skillfully guide meaningful conversations to serve students, teachers, and other clients. Studies often address teachers' need for having reflective practice to provide instruction in today's diverse classroom environment. Often, how teachers learn to reflect on classroom practice is with the help of a coach. However, this Intuitive Inquiry research study asks the reader to consider the inner thought life of the transformational coach. Readers are invited to embark on a spirit-led journey to lean forward, taking a closer look into the reflection practice of coaches through a qualitative five cycle hermeneutics structure, developed by Rosemarie Anderson (2019). The content of this dissertation is deeply rooted in the Christian faith of the researcher and allows the reader to explore the impact that reflection has on the practices of transformational coaches and how self-reflection reveals the coaching mindset. Throughout, the researcher intimately shares her devotionals which help her—a Black female Transformational Coach—and other coaches to remember, reflect, and find joy in their purpose. She reveals that reflection brings about excellence in coaching practice because it allows coaches to think about their coaching moves more deeply and ultimately spurs growth. This study examines coaches' perceptions, personal opinions, beliefs about themselves and their clients. Respondents included master teachers, administrators, mental health professionals that work in K-12 schools or adjacent school communities. The primary framework underpinning this research is a document created in 2019 and updated in 2021 by the International Federation of Coaching (IFC). The seven themes comprised the mindsets of coaches from reflection data submitted in narrative form. The seven themes that emerge from the study are: reflection becomes a coach's practice of presence involving mind, body, and spirit that 8 enhances self-awareness; reflection grows asset-based mindsets (strengths consciousness) as opposed to fixed mindsets; reflection reveals a coach's compassion for self and others; reflection increases the coach's relational capacity, connectedness, synergy —interdependence awareness; reflection increases agency and a sense of empowerment in a coach; and reflection prompts action in a coach and Reflection leads to a coach's curiosity and learning. The ICF’s competencies provide the framework to which these themes align. Implications for future research include but are not limited to determining the impact that reflective practice has on Equity coaching practice. Lastly, additional research is needed to understand the impact and usefulness of a coaching reflection framework targeting contemplative practices of transformational coaches."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["The less traveled way : Views of the reflective coach"]}]}],"canonical_facts":{"dc:creator":["Jacobs, Ronett D."],"dc:date":["2021"],"dc:description":["Jacobs, Ronett D. Transformational coaches skillfully guide meaningful conversations to serve students, teachers, and other clients. Studies often address teachers' need for having reflective practice to provide instruction in today's diverse classroom environment. Often, how teachers learn to reflect on classroom practice is with the help of a coach. However, this Intuitive Inquiry research study asks the reader to consider the inner thought life of the transformational coach. Readers are invited to embark on a spirit-led journey to lean forward, taking a closer look into the reflection practice of coaches through a qualitative five cycle hermeneutics structure, developed by Rosemarie Anderson (2019). The content of this dissertation is deeply rooted in the Christian faith of the researcher and allows the reader to explore the impact that reflection has on the practices of transformational coaches and how self-reflection reveals the coaching mindset. Throughout, the researcher intimately shares her devotionals which help her—a Black female Transformational Coach—and other coaches to remember, reflect, and find joy in their purpose. She reveals that reflection brings about excellence in coaching practice because it allows coaches to think about their coaching moves more deeply and ultimately spurs growth. This study examines coaches' perceptions, personal opinions, beliefs about themselves and their clients. Respondents included master teachers, administrators, mental health professionals that work in K-12 schools or adjacent school communities. The primary framework underpinning this research is a document created in 2019 and updated in 2021 by the International Federation of Coaching (IFC). The seven themes comprised the mindsets of coaches from reflection data submitted in narrative form. The seven themes that emerge from the study are: reflection becomes a coach's practice of presence involving mind, body, and spirit that 8 enhances self-awareness; reflection grows asset-based mindsets (strengths consciousness) as opposed to fixed mindsets; reflection reveals a coach's compassion for self and others; reflection increases the coach's relational capacity, connectedness, synergy —interdependence awareness; reflection increases agency and a sense of empowerment in a coach; and reflection prompts action in a coach and Reflection leads to a coach's curiosity and learning. The ICF’s competencies provide the framework to which these themes align. Implications for future research include but are not limited to determining the impact that reflective practice has on Equity coaching practice. Lastly, additional research is needed to understand the impact and usefulness of a coaching reflection framework targeting contemplative practices of transformational coaches."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/265"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Educational leadership","Transformational leadership"],"dc:title":["The less traveled way : Views of the reflective coach"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:28Z"}