Poster #2 - Analyzing the Mechanisms That Influence the Relationship Between Teachers and Instructional Coaches

• In Event: 28.093 - MTCC Poster Session Five
  In Poster Session: 28.093-1 - Section 8 Poster Session 1

Abstract

Coaching is used to support teachers in districts across the country with variable evidence of effects on teacher and student outcomes (Kraft, Blazar, & Hogan, 2018). This study analyzes the nuanced relationships between two literacy coaches and the teachers they support. Drawing on theories of andragogy and social support, we hypothesize that teachers are more receptive to coaches who value their input and create a collaborative relationship. Our goal is to use empirical data to build a more robust theoretical model of the adult learning dynamics in a coaching relationship. Preliminary results suggest that perceptions of both coach and teacher are important factors in building an effective coaching relationship. Implications highlight the need for careful matching of coaches and teachers.

Authors

• Rosalie Hiuyan Chung, University of Virginia

• Julia Cohen, University of Virginia