Catalysts of Change: An Examination of Coaches’ Leadership Practices in Framing a Reading Reform
Item
Title
Catalysts of Change: An Examination of Coaches’ Leadership Practices in Framing a Reading Reform
Abstract/Description
Using framing theory to analyze reading coaches? leadership practices, this article surfaces the competency of framing reform. It presents findings from a qualitative case study of coaches? work in the implementation of a reading reform in an urban school district. As instructional leaders, coaches engaged in framing to catalyze change. The three focal coaches advanced frames with the aim to motivate teachers to enact aspects of the district's reading reform. Coaches employed four socially skilled tactics to increase the resonance of their frames. Coaches? professional learning community, schools? collaboration routines, teachers? dispositions, and coaches? previous work experiences affected when and under what conditions each coach deployed various tactics. This article advances our understanding of how school leaders strategically communicate with teachers about reform's ideas.
Author/creator
Date
In publication
Volume
25
Issue
3
Pages
526-557
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
1052-6846
Citation
Woulfin, S. L. (2015). Catalysts of Change: An Examination of Coaches’ Leadership Practices in Framing a Reading Reform (2015). Journal of School Leadership, 25(3), 526–557. https://doi.org/10.1177/105268461502500309
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