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Making a Change: The Role of External Coaches in School‐Based Communities of Practice
Author(s) -
Mayer Anysia P.,
Grenier Robin S.,
Warhol Larisa,
Donaldson Morgaen
Publication year - 2013
Publication title -
human resource development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.756
H-Index - 65
eISSN - 1532-1096
pISSN - 1044-8004
DOI - 10.1002/hrdq.21164
Subject(s) - coaching , context (archaeology) , perspective (graphical) , qualitative research , organizational change , public relations , value (mathematics) , psychology , pedagogy , sociology , political science , paleontology , machine learning , computer science , psychotherapist , biology , social science , artificial intelligence
External coaches, provided by intermediary organizations, are being utilized to support and develop principals, teachers, and schools and bring about substantive change through communities of practice (CoPs). These coaches provide an external perspective and are integral to the reform process. HRD recognizes the value of coaching in organizational improvement and change, yet understanding the use of external coaches in CoP is lacking in the literature. This article seeks to address this gap by presenting the results from a qualitative case study exploring the roles and experiences of three coaches, in seven elementary–middle schools implementing the Together Initiative (TI) school reform. Researchers' fieldwork consisted of informal site visits and 155 formal interviews with stakeholders involved in the Together Initiative, a reform aimed at improving urban public schools. This study provides a new context for understanding the role of coaching in supporting organizational change.