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ABSTRACT
Research provides strong support for the promise of coaching, or job embedded professional development, particularly on improving teachers’ classroom instruction. As part of a comprehensive professional development model, 71 middle school (grades 6–8) science, social studies, and language arts teachers were assigned to an instructional coach to support their required use of a multicomponent reading comprehension approach, Collaborative Strategic Reading. In this study, we sought to better understand the factors that influence responsiveness to coaching, focusing in particular on teachers who appeared the least receptive to collaborating with a coach to support the implementation of a new practice. Results highlight the patterns and complexities of the coaching process for 20% of the teachers in our sample who were categorized as resistant to coaching, suggesting that the one-on-one model of coaching offered in this study may not be the best fit for all teachers.
Notes
1. In the US, grade 6 generally corresponds to ages 11–12, grade 7 to ages 12–13, and grade 8 to ages 13–14.
2. Classification of teachers as resistant or receptive took place after project-support coaching activities ended, and this information was not shared with anyone outside of the authorship team.
3. All teacher names are pseudonyms.