Developing a Personal Pedagogy of Instructional Coaching: An Autoethnographic Self-Study of Reflection-for-Action

• In Event: 41.083 - Roundtable Session 15
  In Roundtable Session: 41.083-11 - Considering Various Methodologies in Developing Supervision and Evaluation Skills

Abstract

With the rise of the accountability movement in education, classroom teachers are increasingly inundated with professional development in hopes that test scores will improve. Unfortunately, much of the training for instructional coaches is not responsive to general pedagogical needs and the practices of teacher educators. However, little work has been done on the spaces in which instructional coaches are trained and how they personally make sense of that training. In this paper, the two authors use autoethnographic self-study to investigate how the first author used reflection-for-action to inform her future direction and practice as an instructional coach.

Authors

• Charlotte Greene, Norfolk Public Schools

• Brandon M. Butler, Old Dominion University