Degree Date

12-2024

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Harrington Gibson, Ed.D.

Second Advisor

Angela Elkordy, Ph.D.

Third Advisor

Renee Gugel, Ed.D.

Abstract

Teacher residency programs (TRPs) have emerged over the past two decades as an effective model of teacher preparation. Within this alternative pathway to teacher certification, pre-service teachers, known as resident teachers, engage in a lengthy clinical teaching experience under the guidance of a trained mentor teacher and field supervisor while concurrently completing closely aligned, graduate-level coursework.

A key element of successful teacher residency programs is the use of a structured coaching system to support resident teachers — defined in this study as the components that form the coaching framework for resident teachers within a defined educational context, operating together to develop the teaching capacity of residents. While the TRP literature base provides a glimpse into this phenomenon, it is by no means comprehensive. This study aimed to address this gap by providing a detailed account and analysis of a structured, university-based coaching system for resident teachers.

This research employed a descriptive case study approach, utilizing qualitative data collection and analysis methods. The study’s data indicate that the coaching system under inquiry has four primary components that comprise its structure for coaching, as well as 12 assets and 13 challenges, or growth areas, that suggest it being moderately organized for high-quality coaching. A multifaceted approach for moving the coaching system forward is presented, which includes the following proposals: (1) change outcomes designed to address each challenge/growth area, (2) a change management plan that outlines key strategies and actions to guide organizational change, and (3) a policy recommendation to support organizational change.

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