1) Question Formation: What is my current Action Research Question? What coaching plan supports what teachers need most to be fully qualified and satisfied in the classroom.
2) Literature Search: What one new learning have I gained? If you want or need to design or refine your induction program, it is important to not only attend to the context into which the program will be introduced, it is essential to identify the outcomes you want to obtain as a result of the induction program before planning any events or identifying who will be mentors. This is an excerpt from Paula Rutherford's work, Leading the Learning.
3) Reflection: How is the study related to School Liaison Support? Instructional Coach Support? New Educator Support? My study is directly related to all three areas of support. As the school liaison and a leader in my school, I am working with my instructional coaches, administration, and support staff to develop a new induction plan for our school. Through this plan and my action research project, we are re-defining the roles of the instructional coach and creating a "coaching plan" to assist new educators. The "coaching plan" will be designed specifically to meet the needs of the new educator and to create the "fully qualified and satisfied classroom teacher".
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"The "coaching plan" will be designed specifically to meet the needs of the new educator and to create the "fully qualified and satisfied classroom teacher"."
Do not forget the last sentence from your previous post. Also, SLAR session #6 will address reliability and validity.
Consider in your data collecting what is the current reality of the coaching? Qualitative questions might be more suitable to reach your current reality. Then you can develop what the desired state of coaching after knowing what it is currently.
Read Marie Foley's blog. I spoke to her today. Are there any similarities with yours?
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