Coaching Teachers to Self-Reflection Through a Job-Embedded Principal Internship

• In Event: Hilton Roundtable Session 21
  In Roundtable Session: Preparing Exemplary Building-Level and Central Office Leaders Through Coaching

Abstract

Effective school leadership contributes to student achievement through the improvement of teacher instruction. One approach to better prepare principal candidates for this task is to train them in effective coaching techniques. The purpose of this study was to gain insight into coaching techniques demonstrated by job-embedded principal interns related to development of teacher self-reflective practices in one school year. Participants of this study included thirteen principal interns and twenty-six in-service teachers. Data from 104 video recordings were scored and analyzed to capture coaching techniques and teacher growth in the area of self-reflection. The findings indicated positive growth of teachers’ self-reflection and preliminary results have demonstrated positive student academic growth for at-risk students.

Keywords: coaching, self-reflection, principal internship, student academic growth

Authors

• Selenda Kay Cumby, Texas Tech University

• Dusty Palmer, Texas Tech University

• Mary Catherine Gabro, Texas Tech University

• Chau Hong Phuoc Nguyen, Texas Tech University

• Mehmet Akif Cihan, Texas Tech University

• Sarah Cumby, Texas Tech University

• Fernando Valle, Texas Tech University