At the school sites, the initial peer coaching sessions included the administration of the ELLCO in one another’s classrooms and took approximately 1 ½ hours per teacher to complete. Additional hours, determined by the participants, were utilized to coach one another. During the 2nd session of peer coaching, teachers assessed one another with the ELLCO Toolkit. The assessment was completed in approximately 1 ½ hours. Teachers also participated in additional coaching hours and then mailed the ELLCO Toolkit and a completed Coaching Effectiveness Survey to the researcher.
Participants Time Allocated:
v Workshops –1) 3 hours, Introductory meeting/Participants Voluntarily committed to Peer Coaching, Completed Coaching Effectiveness Survey – 15 minutes; Participated in Peer
Coaching Skills Workshop. 2) 3 hours, Training of ELLCO Toolkit.
v 1st Peer Coaching Session –1)1 ½ hours Completed ELLCO, 2) 3 hours Peer Coaching: Observed in Peer’s Classroom, Mailed Completed ELLCO self-addressed envelope 15 minutes.
v 2nd Peer Coaching Session –1)1 ½ hours Completed ELLCO, 2) 3 hours Peer Coaching: Observed in Peer’s Classroom, Completed Coaching Effectiveness Survey 15 minutes. Mailed Completed ELLCO and Completed Coaching Effectiveness Survey, self- addressed envelope 15 minutes.
Analysis of Numeric Data
The early language and literacy classroom observation instrument was analyzed by gaining descriptive statistics for the Literacy Environment Checklist, primarily computing the books subscale, writing subscale, and the Literacy Environment Checklist’s total score. The data was then analyzed comparing the differences of the mean scores for the pre-test and post-test. Computations for the area of Classroom Observation and Descriptive statistics were gained by first computing the general classroom environment subtotal, language literacy and curriculum subtotal, and finally the classroom observation total score. The data from this area was also analyzed to compare the differences of the mean scores for the pre-test and post-test. Descriptive statistics were computed for the last area, Literacy Activities Rating Scale, in the same manner as detailed in the above paragraph. The areas were divided into a full- group reading subtotal, writing subtotal, and the literacy activities rating scale total score. The data from this area were also analyzed to compare differences of the mean scores for the pre-test and post-test.
The instrument to determine teachers’ coaching effectiveness was analyzed by examining descriptive statistics in each of the competency areas: empathizing ability, listening skills,
capacity to confront and challenge, problem-solving ability, feedback skills, capacity to empower, and mentoring skills. The data from the seven areas were analyzed to compare differences of the mean scores for the pre-test and post-test.
Limitations
Personal disclosure of information through the autoethnographic inquiry could implicate the personal lives of others. But withholding information might compromise the gaining of scientific knowledge. Accordingly, explicitness of personal information can be toned down through self-censorship by rewording or rephrasing to be less threatening to significant people. According to Philaretou & Allen, (2006) the dilemma of self-censorship can be resolved by attributing real people’s thoughts or behaviors to pseudonymical characters. In this study the names of schools, and significant persons were given pseudonyms where necessary.
Summary
Initially, this study was designed to research a question that required a quantitative method of study. The methodology was designed to evaluate the teachers’ peer coaching effectiveness in a teacher development program by numerically assessing data gained from the teachers’ activities. It was also designed to investigate the effect of peer coaching on teachers’ use of emergent literacy practices in the pre-kindergarten classroom. The Coaching
Effectiveness Survey measured the teachers coaching effectiveness by assessing the different competencies that were essential to good coaching: empathizing ability, listening skills, capacity to confront and challenge, problem-solving ability, feedback skills, capacity to empower, and mentoring skills. In addition, the ELLCO Toolkit measured teachers’ use of emergent literacy practices within the pre-kindergarten classroom by utilizing the Literacy Environment Checklist, the Classroom Observation and Teacher Interview, and by using the Literacy Activities Rating Scale. This chapter of methodology now describes the qualitative research engaged by the
researcher - autoethnographaphically. The tools of autoethnography were utilized, and the components useful to this study, autoethnographic coding, themes and purpose, participants, access, instrumentation, professional development activities, numeric data, limitations, and summary were included.
This autoethnographic inquiry reflects upon the implementation of peer coaching as a method to provide professional development for pre-kindergarten teachers. The interpretation of the experience is documented by portraying my observation of the issues involved. This
autoethnography reflects events, accounts, and my general state of mind with people whom I have interacted with over a life-course perspective. The peer coaching was implemented to fulfill teachers’ desire to self direct their own professional development, collaborate with peers, and to share and maintain strategies within the classroom. It was also implemented to fulfill my desire to provide professional development that would be meaningful and useful, and my personal need for the teachers to be self directed. The program was placed into action to assist teachers with the use of emergent literacy practices, a general goal for all involved. This chapter described the qualitative research as my interpretation of autoethnography.