Transitioning Into Middle Management: How Novice Instructional Coaches Navigate the Uncertainties of Their New Roles in K–12 Schools

• In Event: Leadership in Times of Uncertainty and Adversity

Abstract

The prevalence of and funding for the K-12 instructional coach has been rapidly growing for schools and districts across the nation. However, with the prevalence of the position, a lack of clarity for the role of instructional coaching has emerged (Mangin & Dunmore, 2015). This lack of clarity can make it especially difficult for novice coaches as they transition into their new roles. Thus, the purpose of this qualitative interview study is to examine the experiences of novice coaches for the ways in which they learned about and navigated the challenges in the numerous roles they were assigned to undertake.

Authors

• John Lando Carter, Middle Tennessee State University

• Kim Evert, Middle Tennessee State University

• Angela Hooser, Middle Tennessee State University