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This thesis explores effective coaching strategies that support the classroom teacher in implementing research-based instructional strategies designed to assist English language learners (ELLs) in language acquisition and content learning. Through individual interviews, ELL instructional coaches assisted in the identification of coaching strategies they perceived to be most supportive as classroom teachers learned and implemented instructional strategies for supporting ELL students.
The data gathered from the interviews is organized under four main themes: Developing Partnerships, Identifying Student and Teacher Needs, Practical Applications, and The Role of Professional Development. The data indicated participants strongly endorsed instructional coaching as an effective form of professional development, especially when partnered with formal professional development. This study supports previous scholarship delineating the promise and potential of high-quality coaching for developing coach-teacher partnerships and affecting teaching practices in the classroom.
Adviser: Jenelle Reeves
Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons