Restricted Access Thesis
Throughout a six-week case study, an ESL instructional coach gathered qualitative data to answer the research questions, 1) what changes do teachers identify as a result of coaching 2) what changes do I see in teacher practices 3) how have my coaching skills evolved throughout this process? Findings indicated that teachers felt an increased level of awareness, were more reflective practitioners, and taught in a more systematic way due to working with a coach. They implemented and adapted the practices shared by the instructional coach. They enjoyed working with a coach, and found it beneficial to themselves and their students. The collaborative relationship between ESL teachers and general education teachers is crucial for the success of ELs and benefits all types of learners.
Carpenter, Elizabeth Jeanne, "An ESL teacher's exploration of instructional coaching" (2013). School of Education and Leadership Student Capstone Theses and Dissertations. 504.