A case study of building leaders' experiences with strengths-based coaching and feedback

This study examined the experiences of building leaders as they implemented strengths-based coaching and feedback, exploring the overarching research question: how do building leaders implement strengths-based coaching and feedback as part of teacher development and evaluation? This qualitative case study involved four assistant principals and three head principals who were each in charge of observing and coaching teachers in one mid-sized, rural district in central Missouri. Participants were trained in positive psychology and strengths-based coaching by the Gallup organization, and in specific strengths-based coaching and feedback protocols through the Regional Professional Development Center/ Missouri Leadership Development System workshops and on-site coaching labs. Following a constructivist framework, this study examined building leaders' experiences and perspectives implementing strengths-based coaching and feedback, specifically the 30-second feedback model, as part of teacher development and evaluation. The researcher gathered data in a series of three interviews with each participant and a half-day observation of their implementation of the 30-second feedback protocol. The study found four themes: leaders value strengths-based coaching because it increases their visibility and credibility as instructional leaders; leaders implement strengths-based coaching models with freedom, flexibility, and individual style; implementation interacts in both positive and negative ways with formal district evaluation models; and leaders' implementation of strengths-based coaching models has resulted in increased knowledge of pedagogical skills and his or her own leadership strengths. Besides being a very powerful reflection and learning experience for the participants of this case study, the results have implications for future research on the application of instructional leadership in practice. Additionally, the findings imply that further research needs to be done on the impact of strengths-based coaching and feedback which could indicate needed policy changes in the implementation of formal evaluation models.Includes bibliographical references (pages 93-103)