Ask a Librarian

Threre are lots of ways to contact a librarian. Choose what works best for you.

HOURS TODAY

10:00 am - Closed

Reference Desk

CONTACT US BY PHONE

(802) 656-2022

Voice

(802) 503-1703

Text

MAKE AN APPOINTMENT OR EMAIL A QUESTION

Schedule an Appointment

Meet with a librarian or subject specialist for in-depth help.

Email a Librarian

Submit a question for reply by e-mail.

WANT TO TALK TO SOMEONE RIGHT AWAY?

Library Hours for Saturday, April 13th

All of the hours for today can be found below. We look forward to seeing you in the library.
HOURS TODAY
10:00 am - 5:30 pm
MAIN LIBRARY

SEE ALL LIBRARY HOURS
WITHIN HOWE LIBRARY

MapsM-Th by appointment, email govdocs@uvm.edu

Media Services1:00 pm - 5:00 pm

Reference Desk10:00 am - Closed

OTHER DEPARTMENTS

Special CollectionsClosed

Dana Health Sciences Library10:00 am - 6:00 pm

 

CATQuest

Search the UVM Libraries' collections

UVM Theses and Dissertations

Browse by Department
Format:
Online
Author:
Dorsey, Ellen E.
Dept./Program:
Education
Year:
2023
Degree:
Ed. D.
Abstract:
In March of 2020, the COVID-19 pandemic swept K-12 public schools across the United States and placed much of the world abruptly into a period of prolonged crisis. As schools switched to remote learning and then later returned on-site amid rigid safety protocols, teachers everywhere needed to learn new skills and adapt their practices immediately in response. Instructional coaches, as providers of job-embedded professional development for teachers, offered a distinctive and important perspective on the impact of the COVID-19 crisis in schools. Employing a hermeneutic phenomenological approach and Bronfenbrenner's (1979) ecological systems model integrated with van Manen's (1997) lifeworld reflections, the purpose of this qualitative study was to describe and interpret the experiences of instructional coaches as they worked supporting teachers in K-12 public schools in the Vermont throughout the first year of the COVID-19 crisis. The aim was to identify essential themes to determine what if any, commonalities across participants and unique perspectives could be documented and interpreted. Contextual factors that hindered and supported the work of coaches in their work facilitating coaching cycles with teachers during a time of unique and unprecedented crisis in schools were explored. Interviews with nine instructional coaches were analyzed to develop a composite narrative of what it meant to be a coach working in schools during this time of crisis. Additionally, a counternarrative was developed. The results of this study revealed the mutable nature of the role of instructional coaches in schools. Additional responsibilities and diminished teacher interest drew coaches away from their deep coaching work, like facilitating coaching cycles. Yet, if they had a clear understanding of their role as instructional coach, they were able to do some in depth coaching under the most trying of circumstances -- like plants finding purchase to grow in cracks among rocks. Recommendations are made for school, district, and state leaders looking to strengthen their coaching programs.
Note:
Access to this item embargoed until 12/13/2024.