Implications for Instructional Coaching Using Mindset Theory and Multiplier Model
type: CreativeWork
description: The role of an instructional coach varies slightly from location to location, but the commonalities of instructional coaching include job-embedded professional development that supports classroom-based, individualized partnerships of collaboration. In an effort to further investigate implications for instructional coaching using the multiplier model and mindset theory, a qualitative multicase study was conducted in an effort to answer the following questions: 1) How does receiving multiplier traits feedback when having an overall multiplier factor of greater than zero affect instructional coaches' perspectives of their influence? 2) What commonalities and differences do the cases studied share within their responses to their Multipliers Self-Assessment results? 3) How does the mindset language the instructional coaches use within their preliminary question responses relate to their follow-up structured responses? 4) What is the relationship between how instructional coaches perceive feedback given to others and how they receive feedback themselves? This study took place in three phases. Phase 1 included preliminary open-response questions, the Multipliers Self-Assessment, and a follow-up reflection questionnaire. Within phase 2, any participant with an overall multiplier factor of greater than zero according to the results from the Multipliers Self-Assessment, were invited to participate in a focus group discussion. The seven participants involved with the focus group discussion became the focus of this study. From this population of seven, the instructional coaches with the highest, lowest, and median overall multiplier factor were asked to participate in one-on-one interviews. The purpose of this qualitative multi-case study was to explore instructional coaches’ experiences as they gained insight on their multiplier traits and shared their perspectives. The findings of this research revealed all seven of the instructional coaches studied were categorized as a tale…
abstract: The role of an instructional coach varies slightly from location to location, but the commonalities of instructional coaching include job-embedded professional development that supports classroom-based, individualized partnerships of collaboration. In an effort to further investigate implications for instructional coaching using the multiplier model and mindset theory, a qualitative multicase study was conducted in an effort to answer the following questions: 1) How does receiving multiplier traits feedback when having an overall multiplier factor of greater than zero affect instructional coaches' perspectives of their influence? 2) What commonalities and differences do the cases studied share within their responses to their Multipliers Self-Assessment results? 3) How does the mindset language the instructional coaches use within their preliminary question responses relate to their follow-up structured responses? 4) What is the relationship between how instructional coaches perceive feedback given to others and how they receive feedback themselves? This study took place in three phases. Phase 1 included preliminary open-response questions, the Multipliers Self-Assessment, and a follow-up reflection questionnaire. Within phase 2, any participant with an overall multiplier factor of greater than zero according to the results from the Multipliers Self-Assessment, were invited to participate in a focus group discussion. The seven participants involved with the focus group discussion became the focus of this study. From this population of seven, the instructional coaches with the highest, lowest, and median overall multiplier factor were asked to participate in one-on-one interviews. The purpose of this qualitative multi-case study was to explore instructional coaches’ experiences as they gained insight on their multiplier traits and shared their perspectives. The findings of this research revealed all seven of the instructional coaches studied were categorized as a tale…
author: Breedlove, Kathryn Murphy
language: English
keywords: Instructional Coaching, Growth Mindset, Fixed Mindset, Multiplier, Diminisher, Professional Development, Qualitative Multicase Study, Curriculum and Instruction, Educational Leadership, Vocational Education
date published: 2021-05-01T07:00:00Z
date modified: 2026-07-24T01:45:08Z
provider: Columbus State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Columbus State University