APPENDIX N: SAMPLE CODING DOCUMENT Raw Data/Significant

Statement Interpretation/Preliminary Coding Emergent Theme I knew I needed change after

15 years in classroom, "lost my sparkle", teaching was no longer a challenge - stagnant, principal asked to apply and "share wealth" because of test scores,young kids/more flexible,

No growth in current role, sought growth through transitioning to coach

Opportunity came along - wanted to jump while had chance, did not want admin

Transition to a role in leadership, not admin

I was tired of grading, doing

the same thing year after year Need for change, burnt out internal - classroom burnout,

pregnant, struggling to give 100 % to kids and family, ready for change after 9 years in classroom, earned EdS in instructional tech coaching, enjoyed coaching aspect, wanted challenge

Internal/personal reasons for

transitioning Need for Change

Admin rude - big factor in

leaving classroom Lack of support and feeling useful as an educator - transition to feel wanted . . .ready for something new,

tired of monotony of being a teacher, parents that kept emailing the same question, liked mentoring, helping teachers to make job easier,

Burn out and ready to

transition to new role because of the joy from mentoring and helping teachers.

Time to move but not out of

ed, ready to move on, As an educator, growth and transitioning out of education is not a possibility, change of role is what I want

Raw Data/Significant

Statement Interpretation/Preliminary Coding Emergent Theme Always a leader, did not want

admin, knew I needed a new role

Professional growth and leadership but not administrator I look for growth

opportunities and trying to see where my leadership can land me in education

Opportunity to grow and lead

. . .looking for change,

challenge of collaborating and guiding adults seemed harder than children - 4 little ones at home, working with adults seemed easier, see myself grow as educator and mom, principal asked

Seeking new challenge and personal reasons helped with decision to transition.

Need for Change

I want to pour passion into

others Need for change, support teacher growth I feel like there is not much

PD relevant to teachers and I think being a coach, I can help support professional development that teachers need

Transition to support teachers and impact students

I realized that teachers need support in classroom and I am already doing that as a

mentor, so why not?

Teachers need to feel

supported and I would like to transition from helping students to helping teachers

Support Teachers

. . .felt tug to leave when talked to others who hold support roles, wanted to support adult learners, already in role as mentor

teacher/hosted student teachers

Transition because felt need to support adult learners and grow as an educator

Knowledge lends itself to supporting teachers support students

Transition to want to support teachers and impact student growth

Raw Data/Significant

Statement Interpretation/Preliminary Coding Emergent Theme My initial - I do not want to

fail at this. I do not want others to think I am not doing a good job.

Fear of failure and expectations as a coach. Not knowing if I may need

things. Not much of a job description -"like grasping wet noodles" Understanding my role. No clear rubric or expectation like in teaching

Understanding coaching role and the expectations

surrounding the role.

I was anxious a lot. I was seen as the face of the why they were not doing

something right. Asked principal to explain and redefine my role changed how they felt about me and I was less anxious.

Role changes and the many different facets of transition

Transitions are Difficult but Rewarding

I need to learn how to manage time better - harder now than when in classroom

Managing time is important to be effective coach – transition difficult

Flexibility and ready to change gears based on teacher needs in this role

Transition to what a teacher needs – not what you think they need –difficulty .most rewarding to see

growth in teachers and their classroom

Rewards of coaching

first year may be changing a few things - one at a time. Knowing how to manage time, knowing how to analyze data. Being open to listening. Give feedback that is

meaningful

Learning in the role- transitions and the process

Embrace the unknown, still have room to grow though, knew my place teaching, no guide on how to be a coach or what to do day to day as a coach, unsettling. I could mold my own role. . .

No guide but ability to transition into a role created by former teacher

Raw Data/Significant

Statement Interpretation/Preliminary Coding Emergent Theme I had a need to want to help

others, share ideas, need data to back up if I am trying to show a teacher they need to change, addressing what student’s need, build relationships to shape a culture.

Importance of building relationships and making teachers see what their needs are without telling them – show

Relationships are the key to

gaining entry to a classroom Relationship building helps coaches carry out their role strong mentor, relationships

with other coaches, having a network of people, as an IC you are on your own island, lonely spy-not admin but helping change things

Loneliness of coaching, but make sure you have a network to support in role – build relationships for you to

grow also

Relationships Matter . . .thick skin, relationships

change, always room to grow, good communicator, do not need to have subject matter expertise, be willing to try new approaches with people.

Relationship building skills are important in the

role/transition. Try to read people to build relationships.

building relationships with teachers on the other side of the building, having teachers tell me how much they appreciate me, seeing MAP scores increase significantly, learning a different type of teaching outside of the classroom,

Rewards of building relationships

build relationships, cannot cut