The reported effects of collaborative coaching on the professional learning and growth of participating secondary school teachers

Abstract

This mixed methodology study, using comparative and content analysis, examined how engaging teachers in collaborative coaching enhanced the professional learning and growth of the participating teachers. Six secondary teachers completed monthly digital reflection logs after meeting with their collaborative coaching partner(s). At the end of the five month study the participating teachers completed a survey on the reported effects of collaborative coaching. Three themes emerged: (1) participating teachers expanded their teaching strategies, (2) collegial support was valued, and (3) opportunities for self-reflection enabled teachers to monitor their professional learning. An additional theme concerning lack of time to collaborate also emerged.