Date of Award

2021

Document Type

Dissertation in Practice

Degree Name

Ed.D.

Department

Educational Administration and Policy Studies

First Advisor

Ellen Miller-Brown

Second Advisor

Susan Korach

Third Advisor

Doris Candelarie

Keywords

Culturally responsive pedagogy, Developing culturally responsive coaches, Developing culturally responsive teachers, Instructional coaching, Opportunity gap, Professional development for coaches

Abstract

Growing up with a global perspective and teaching in highly diverse schools has fueled my desire to understand how instructional coaching and Culturally Responsive Pedagogy work together in education. This case study examined the current practices of instructional coaches to understand how they incorporate components of Culturally Responsive Pedagogy. Through observations and interviews of three coaches and a director this study explored the interactions, behaviors and language of coaches as they engaged with teachers to explore and understand prior knowledge, beliefs and current incorporation of CRP with teachers. The literature review provides an in-depth description of each of the components of CRP and the major focus areas for coaches. Findings revealed four variables that influence a coach’s ability to incorporate components of CRP: Process or Protocol, Learning Experiences of Adults, Responsiveness, and Relationships. The findings also uncovered, through the discovery of missed opportunities in observations and interviews, that the coaches in this study demonstrate layers of understanding about CRP. Layer 1 describes foundational, “culturally-neutral” knowledge of the three main focus areas for coaches. Layer 2 describes the behaviors, beliefs and ways of being of coaches that incorporate CRP. It also specifically addresses the coaches’ need to be interculturally competent. Recommendations include developing highly competent and experienced mentor coaches. It also includes developing coaches’ intercultural competence and knowledge of CRP components in interactive PD sessions, engaging them in contextual learning experiences through peer observations and learning labs, and one-on-one coaching by mentor coaches to provide responsive feedback around missed opportunities.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Provenance

Received from ProQuest

Rights holder

Kelly Shorb

File size

179 pgs

File format

application/pdf

Language

en

Discipline

Pedagogy, Education, Teacher education

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