Innovative Coaching and Its Impact on Instructional Practices

• In Event: Examining the Impact of Montessori Instructional Experiences

Abstract

This paper describes the perceptions of a teacher coaching tool used by Montessori and non-Montessori administrators. Leaders were trained in the use of the tool and implemented the process for a full academic year. The process used a reflective open-ended guided inquiry of questions and engaged teachers in offering strategies to improve upon their own instructional practices. The reflective, critical inquiry-based protocol was designed to guide teachers to articulate, self-reflect, and improve upon their classroom practices (Yendol-Hoppey & Fichtman, 2007). This study moves from the initial work and use of the protocol with preservice teachers and practicing teachers (Author & Author, 2019; 2021) into the perceptions of administrators who completed the coaching cycle.

Authors

• Barbara S. Rieckhoff, DePaul University

• Sharon J. Damore, DePaul University