District Leadership in Redefining Roles of Instructional Coaches to Guide Professional Learning Communities through Systemic Change

While research suggests that effective implementation of professional learning communities (PLCs) increases student achievement and that effective utilization of instructional coaches (ICs) supports teachers' capacity, there is limited research regarding the role of ICs in supporting the system-wide change effort of PLC implementation and sustainability. This qualitative study addressed the perceptions of six ICs, six principals, and six district leaders within one large, fast-growth school district working to redefine the role of ICs to support the implementation of PLCs. Findings highlighted that district support was essential for reshaping the role of ICs from individual teacher coaches to supporting PLCs and that principals recognized how this new role was essential to developing the effectiveness of PLCs.

Automated summary

This qualitative study investigates the role of instructional coaches (ICs) in supporting the implementation of professional learning communities (PLCs). The findings emphasize the importance of district support in reshaping the role of ICs and highlight the recognition by principals of how this new role is essential for the effectiveness of PLCs.