Instructional coaching has been shown to be an effective way to improve teacher practice through structured partnership and goal-oriented collaboration. This qualitative study examined the perspectives of instructional coaches, teachers, and principals on the presence of six key components of effective instructional coaching programs: building relationships, remaining connected to students, developing leadership skills, modeling for teachers, building in plan time, and remaining focused on the goal. An examination of the data collected via open-ended surveys and semi-structured interviews indicated that the Aqua Valley School District may strengthen their instructional coaching program through addressing how coaches build relationships, remain connected to students, develop leadership skills, remain focused on the goal, and build in plan time with teachers. These areas may be bolstered by increasing connection with students through instructional coaches having a purposeful presence in the classroom, setting goals for coaching partnerships that incorporate student outcomes and learning standards, and positioning instructional coaches as strategy experts through the purposeful use of planning time.
","abstract_html":"<p>Instructional coaching has been shown to be an effective way to improve teacher practice through structured partnership and goal-oriented collaboration. This qualitative study examined the perspectives of instructional coaches, teachers, and principals on the presence of six key components of effective instructional coaching programs: building relationships, remaining connected to students, developing leadership skills, modeling for teachers, building in plan time, and remaining focused on the goal. An examination of the data collected via open-ended surveys and semi-structured interviews indicated that the Aqua Valley School District may strengthen their instructional coaching program through addressing how coaches build relationships, remain connected to students, develop leadership skills, remain focused on the goal, and build in plan time with teachers. These areas may be bolstered by increasing connection with students through instructional coaches having a purposeful presence in the classroom, setting goals for coaching partnerships that incorporate student outcomes and learning standards, and positioning instructional coaches as strategy experts through the purposeful use of planning time.</p>","abstract_has_math":false,"creators":["Mathison, Becky"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Christine Nelson","Dr. Angela Elkordy","Dr. James Fitzpatrick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-03-01T08:00:00Z","date_published":"2022-03-01T08:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["instructional coaching","professional development","Other Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/644","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Christine Nelson","Dr. Angela Elkordy","Dr. James Fitzpatrick"]},{"key":"dc:creator","label":"Author","values":["Mathison, Becky"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-03-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["instructional coaching","professional development","Other Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/644"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Instructional coaching has been shown to be an effective way to improve teacher practice through structured partnership and goal-oriented collaboration. This qualitative study examined the perspectives of instructional coaches, teachers, and principals on the presence of six key components of effective instructional coaching programs: building relationships, remaining connected to students, developing leadership skills, modeling for teachers, building in plan time, and remaining focused on the goal. An examination of the data collected via open-ended surveys and semi-structured interviews indicated that the Aqua Valley School District may strengthen their instructional coaching program through addressing how coaches build relationships, remain connected to students, develop leadership skills, remain focused on the goal, and build in plan time with teachers. These areas may be bolstered by increasing connection with students through instructional coaches having a purposeful presence in the classroom, setting goals for coaching partnerships that incorporate student outcomes and learning standards, and positioning instructional coaches as strategy experts through the purposeful use of planning time.
"]},{"key":"dc:title","label":"Title","values":["Components of Effective Instructional Coaching: Examining Instructional Coach, Teacher, and Principal Perspectives"]}]}],"canonical_facts":{"dc:contributor":["Dr. Christine Nelson","Dr. Angela Elkordy","Dr. James Fitzpatrick"],"dc:creator":["Mathison, Becky"],"dc:date.available":["2022-03-17T07:00:00Z"],"dc:description.abstract":["Instructional coaching has been shown to be an effective way to improve teacher practice through structured partnership and goal-oriented collaboration. This qualitative study examined the perspectives of instructional coaches, teachers, and principals on the presence of six key components of effective instructional coaching programs: building relationships, remaining connected to students, developing leadership skills, modeling for teachers, building in plan time, and remaining focused on the goal. An examination of the data collected via open-ended surveys and semi-structured interviews indicated that the Aqua Valley School District may strengthen their instructional coaching program through addressing how coaches build relationships, remain connected to students, develop leadership skills, remain focused on the goal, and build in plan time with teachers. These areas may be bolstered by increasing connection with students through instructional coaches having a purposeful presence in the classroom, setting goals for coaching partnerships that incorporate student outcomes and learning standards, and positioning instructional coaches as strategy experts through the purposeful use of planning time.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/644"],"dc:subject":["instructional coaching","professional development","Other Teacher Education and Professional Development"],"dc:title":["Components of Effective Instructional Coaching: Examining Instructional Coach, Teacher, and Principal Perspectives"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}