The Implications of Instructional Coaches’ Participation in Professional Learning Community Collaborative Team Meetings

Abstract

This study used a parallel mixed-methods design to explore how instructional coaching impacts the effectiveness of Professional Learning Community (PLC) collaborative team meetings focused on reading instruction in grades 3, 4 and 5 in a suburban Michigan school. The research question of interest was: What are the implications of an instructional coach’s participation in Professional Learning Community (PLC) grade level/content area collaborative team meetings focused on elementary reading instruction in grades 3 to 5 in a suburban Michigan classroom? Qualitative and quantitative data were collected through PLC collaborative team meeting observations, analysis of team artifacts, and results of a survey comprised of open and closed-ended questions. The data were analyzed using the constant comparative method through descriptive statistics, coding, and the identification of patterns, emerging themes and theories. The study concluded that coaches’ participation in PLC collaborative team meetings led to an increase in elements of highly effective PLCs, especially when coaches intentionally utilized specific coaching stances. These results add to the limited body of research on instructional coaching in a group setting and provide the participating school and district with feedback about their PLC collaborative teams. Furthermore, the study provides data educators can use when making decisions about high-quality professional development.