Date of Award

4-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

Dr. Munyi Shea

Second Advisor/Committee Member

Dr. Julie Antilla

Third Advisor/Committee Member

Dr. Robin Henrikson

Keywords

Educational Leadership, Embedded Coaching, Principal Support, Leadership Development

Abstract

School and district leadership is complex work. Educational leaders today are charged with a myriad of responsibilities, ranging from everyday operational duties to strategic development of school improvement plans. Leaders are expected to be experts at everything ranging from transportation to transforming teaching and learning. Gone are the days when a leader was expected to manage the school or district. Today leaders are expected to meet the robust needs of staff, students, and families inclusive of social-emotional needs, academic needs, and physical needs. Today’s leaders are expected to be transformative, to have skills sets that enable them to effectively partner with all stakeholders, support teachers and staff, have a deep knowledge of instructional best practices and a sophisticated ability to develop and monitor continuous improvement systems. At the same time, as we have moved from pandemic to endemic, the pre-existing inequities within our education system are laid bare and students and families have more need of support than any time in recent history. It is an incredibly complicated time to serve as an educational leader. It is also an incredibly important time to have strong leaders serving in our schools and school systems.

Given the multi-faceted demands of educational leadership today, this research explores how embedded leadership coaching impacts leaders’ professional practice. As embedded capacity building model, this research explores the ways in which individual leader coaching has impact on leaders, as well as what the implications may be for both research and practitioners in the field.

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