Term
Spring 2020
Capstone
Thesis
Degree Name
MALED
Primary Advisor/Dissertation Chair
Karen Moroz
Secondary Advisor/Reader One
Jim Knight
Abstract
Literacy coaching is widely regarded as an effective form of job-embedded professional development. The majority of the current literature on literacy coaching has focused on factors contributing to the effectiveness of such programs in public schools in the United States. However, relatively little attention has been given to the transfer of these factors as facilitating the success of coaching programs in the understudied context of international schools. This qualitative study originally sought to explore coaching specifically directed literacy, but evolved to examine instructional coaching more broadly from data collected in two international school settings in the European Union. Data from eleven in-depth interviews was collected and analyzed with the purpose of exploring the perceptions of key stakeholders in international schools toward the indicators identified in the literature. The aim of this study was to understand if and to what extent these indicators are relevant to the international school context and to also identify the presence of other factors that might be more significant to the success of coaching programs in this context. The findings revealed that while some of the indicators were important, other factors – especially with regard to one school – emerged as contributing to coaching effectiveness. The results of this study revealed important distinctions between the scale and scope of coaching at the two schools and framed these understandings within one theory of systemic reform. The implications of this research inform scholarship on instructional coaching within the context of international schools and offer one model of effective coaching that mirrors the tenets of effective and sustainable organizational reform. Results of this study have the potential to impact how other international schools, that may not have the same resources as U.S. public schools, decide how to develop capacity to create collective coherence and alignment between policies and structures that will drive the success of their instructional coaching endeavors and ultimately impact positive teacher development and student achievement.
Keywords
literacy coaching, international schools, instructional coaching
Recommended Citation
Lott, Stephanie, "Perceptions of Literacy Coaching Program Indicators of Success by Key Stakeholders at International Schools" (2020). School of Education and Leadership Student Capstone Theses and Dissertations. 4486.
https://digitalcommons.hamline.edu/hse_all/4486
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations