Date of Award

6-15-2024

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Douglas Clements

Second Advisor

P. Bruce Uhrmacher

Third Advisor

Paul Michalec

Keywords

Coaching, Cultural competence, Instructional coach, Multicultural supervision, Supervision

Abstract

Culturally Responsive Practices (CRP) are a focal point for many districts across the country. The emphasis of CRP is on how the institution enacts policies and practices for the benefit of the students they serve. This study views CRP from a different lens. The focus of this study is to 1.) center the voice of Black teachers and 2.) explore culturally responsive practices for the support and edification of the teacher from their coach/supervisor. The eight Black teacher participants and their instructional coaches engaged in interviews discussing current coaching models and the dynamics of their coaching relationships.

The relevant findings in this study are shared through three themes categorized as safety, authenticity, and relationships. Ultimately, the study invites school leaders to reimagine coaching structures and philosophies where teachers’ voices are incorporated in the conversation and culture is highlighted and valued. The Relay coaching model is also discussed as participants shared their perspective on the model from a coach’s viewpoint and from the viewpoint of the teachers.

Copyright Date

6-2024

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Publication Statement

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

Rights Holder

Jouanna Crossland-Wells

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

236 pgs

File Size

979 KB

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