Making a Change: The Role of External Coaches in School‐Based Communities of Practice

Mayer, Anysia; Grenier, Robin S.; Warhol, Larisa; Donaldson, Morgaen L.

doi:10.1002/hrdq.21164

Cited by 8 publications

(10 citation statements)

References 67 publications

(61 reference statements)

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“…This may be explained by the fact that in the present study, the pedagogical experts are experienced coaches, in contrast to the majority of internal coaches. These findings support previous research indicating that external coaches often have a broader range of competences and more in-depth expertise [31,33], which enhances their ability to respond to potential problems.…”

Section: Discussionsupporting

confidence: 90%

“…Focusing on the educational context, Mayer, et al [31] state that an important advantage of external coaches is that the key roles of brokering and modelling suit them well. They suggest that teachers perceive external coaches as neutral and objective, because of their external status.…”

Section: Team Coachmentioning

confidence: 99%

“…Similarly, the exploratory study by Sue-Chan and Latham [33] showed that the credibility of external coaches is higher than the credibility of peer coaches. Furthermore, these coaches are able to use their prior experience and expertise to offer novel perspectives to a team that may otherwise be unlikely to generate or accept new ideas [31]. However, the exclusive use of external coaches could lead to resistance among team members whenever the leadership is too one-sided [28,34].…”

Section: Team Coachmentioning

confidence: 99%

“…Research on the implementation of educational changes in schools raised multiple arguments in favour of bringing in the expertise of individuals who are external to the school. Among others, the neutral, objective status of external individuals tends to result in enhanced credibility among team members [31][32][33]. However, vertical, top-down leadership may start to smother the involvement of team members, especially in the case where it becomes autocratic [28,34].…”

Section: Introductionmentioning

confidence: 99%

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The Role of External and Internal Team Coaches in Teacher Design Teams. A Mixed Methods Study

Compen

Schelfhout

2020

Education Sciences

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Teacher design teams (TDTs) are increasingly used as a means for teacher professional development. It has been posited that for teacher learning to occur, TDTs need support from team coaches. These coaches are either external experts or peer teachers that guide the team from within. The current literature is in debate on whether external or internal coaches are most effective in supporting TDTs. In this study, we, therefore, examine whether these coach types differ in how they fulfil their role. We additionally evaluate how coaching interacts with the team learning process and the TDT trajectory’s outcomes. We used a mixed methods design in the context of a large-scale TDT trajectory in Flanders (Belgium). We administered questionnaires among 63 teachers of 18 TDTs, and conducted interviews with the coaches of 14 TDTs. Our results indicate that coaching activities correlate with the majority of team learning beliefs and behaviours (TLBB) examined, as well as with perceived team effectiveness and the quality of material developed. Whereas teachers in TDTs with an internal coach seem to evaluate the coaching activities and the TLBB more positively than teachers in TDTs with an external coach, the opposite holds for perceptions of the trajectory’s outcomes.

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Section: Discussionsupporting

confidence: 90%

Section: Team Coachmentioning

confidence: 99%

Section: Team Coachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Role of External and Internal Team Coaches in Teacher Design Teams. A Mixed Methods Study

Compen

Schelfhout

2020

Education Sciences

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“…Although multiple definitions of coaching exist, scholars generally agree that coaching is a process that enables employees (coachees) to improve their skills, performance and enhances their personal development and growth (Hamlin, Ellinger, & Beattie, ). Coaching is multidisciplinary, and there are multiple genres and contexts of coaching (Ellinger, Beattie, & Hamlin, ; Mayer, Grenier, Warhol, & Donaldson, ) including among others executive coaching (Baron & Morin, ; Egan, ; Nieminen, Smerek, Kotrba, & Denison, ), peer coaching (Goldman, Wesner, & Karnchanomai, ), and managerial coaching (Hagen & Aguilar, ). Some of the additional items used to assess supervisor support by Paustian‐Underdahl et al .…”

mentioning

confidence: 99%