Coaching Teachers Into Culturally Sustaining Professional Practice

• In Event: Division K Section 1 Poster Session: Teaching, Teacher Education, and Professional Development in the Content Areas

Abstract

In this study of a coaching model, we used qualitative inquiry (Yin, 2011) to analyze data collected from coaching activities including reflective writings on the coaching model, teaching observation debriefs, and field notes from coaching sessions. We identified initial findings on what teachers named as facilitating changes in their beliefs and practices regarding culturally sustaining pedagogies for multilingual learners: Engaging in action through advocacy, finding renewed agency, being challenged to experiment, and making the invisible visible. With this study, we are beginning to address the call for a new paradigm for instructional coaching that focuses on addressing systemic educational inequalities through culturally sustaining professional practices (Haneda, et al., 2017; Sailors & Hoffman, 2018).

Authors

• Catherine Dontie Bhathena, Butler University

• Kathryn A. Brooks, Butler University