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

Woulfin, Sarah L.

Date

2015

In publication

Journal of School Leadership

Volume

25

Issue

3

Pages

526-557

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Language

en

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

1052-6846

DOI

10.1177/105268461502500309

URL

Official Publisher's Webpage (SAGE Journals)

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

Cited in

The Institution of Schooling

Item sets

Handbook Chapter 4 Citations

• Email