Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities

Abstract

In this study, we investigated Texas teachers’ perceptions of instructional coaches’ (ICs) practices that improve professional learning communities (PLCs) to enhance teachers’ instructional capacities. The study’s participants included 67 teachers from rural, urban, and suburban school districts across the state of Texas. They enrolled in a virtual professional development (VPD) module related to improving instruction in high needs schools. Data were collected from participants via an open-ended survey. To answer the study research question, we employed a qualitative phenomenological research approach. Findings indicated that teachers perceived ICs can perform two main types of practices that contribute to enhancing PLC meetings: (a) practices for creating a safe PLC learning environment and (b) practices in PLCs for enhancing teachers’ instructional capacities. Our findings add to the literature providing the first empirical study in which researchers investigated teachers’ perceptions about ICs’ practices within PLCs.

Deepening middle school english teachers' understanding of and capacity for critical literacy practices through coach-facilitated professional learning communities

“…They go on to name ways that coaches can explicitly accomplish this, particularly by sharing instructional strategies. Providing resources or strategies is not enough however, and coaches are also needed to facilitate collaboration between teachers and lead them in intentional discourse as needed (Elfarargy et al, 2022). The district involved in Voelkel et al (2023) would likely concur with the assertion and found that coaches "can be instrumental in the successful implementation" of their PLC model (p.155).…”

“…Building on these ideas, collaboration via the professional learning community structure may a very effective form. Elfarargy et al (2022) argued that collaboration in PLCs allows for "various instructional interactions such as questioning, brainstorming, and reflecting" (p.9). Collaboration also needs to be present in the form of "active learning" (Stepp & Brown, 2021).…”

“…There is not a wealth of research on the role of instructional coaches within professional learning groups (Elfarargy et al, 2022;Voelkel et al, 2023). In fact, Elfarargy et al (2022) cite Voelkel et al (2021) as the single study found that investigating instructional coaches coaching professional learning communities.…”

“…There is not a wealth of research on the role of instructional coaches within professional learning groups (Elfarargy et al, 2022;Voelkel et al, 2023). In fact, Elfarargy et al (2022) cite Voelkel et al (2021) as the single study found that investigating instructional coaches coaching professional learning communities. They go on to point out that the Voelkel et al ( 2021) study focused on the perspectives of district leaders shifting coaches into this role, and stated "to the best of our knowledge, our empirical study is the first to investigate the perception of teachers related to instructional coaches' practices in PLCs."…”

“…Having coaches with these skills can make PLCs more impactful for instruction. Elfarargy et al (2022) found that one of the two ways teachers felt instructional coaches could support professional learning groups is by enhancing the instructional capacity of teachers. They go on to name ways that coaches can explicitly accomplish this, particularly by sharing instructional strategies.…”