Teaching the Coach: Professional Learning Experiences of Novice Coaches

• In Event: Navigating Relationships, Tensions, and Solutions in Clinically Based Field Experiences

Abstract

Traditionally, teacher candidate supervision models focus on evaluation rather than collaborative professional reflection. Through a university-district partnership, a new model was designed to disrupt this dynamic and draw on the expertise of practicing teachers to act as coaches. This case study describes the professional learning of novice coaches as they engaged in activities such as video/transcript analysis and mixed-reality simulation to develop coaching skills throughout a year-long series of professional development (PD). Participants’ perspectives were examined to understand what PD experiences were meaningful and how novice coaches began to understand themselves as coaches. Findings suggest the importance of reflection, collaboration, and experiencing success to support educators who are new to the coaching role.

Authors

• Katherine Brodeur, Bowling Green State University

• Dylan Phillips, Bowling Green State University

• Alicia Mrachko, University of Pittsburgh

• Bernie Compton, Bowling Green State University