Creating a systemic instructional focus in a district: The experience of peer coaching among building administrators

Over the years, building administrators have received some form of training in preparation for their job as a principal. The methods and relevance of these training programs have varied greatly in regard to the demands and needs of the job. More globally, on the university and state level, administrators experience greatly different training programs and support to guide them as serving as effective instructional leaders. As leadership accountability continues to grow as an expectation, it is important to understand how building administrators view their needs in training and support.;The purpose of this phenomenological study was to explore the events and experiences when a structure of peer coaching relationships is imposed on administrators within an organizational system. The voices of the administrators described how the structure of peer coaching relationships affects the lives of the individuals based on this unique experience. The specific research question the study answered was: How do building administrators characterize their experiences within a district coaching process?;An Interpretative Phenomenological Analysis (IPA) methodology was selected in order to understand the experience and phenomenon of the peer coaching process among building administrators. Purposeful sampling was used in the study giving selected administrators an opportunity to voice their views of the peer coaching structure, specifically during the teacher observation and post observation processes. Participants in this study represented the elementary and secondary level in order to include a comprehensive perspective.;Data Collection included in-depth interviews, observation, and reflective journaling. This provided multiple data points allowing for triangulation of the data to ensure reliability and validity. These data collection tools were used to identify themes and views of the experience of the peer coaching relationships as a model in creating a professional development model.;The findings from the study may be used as a voice for building administrators to share their experiences of a peer coaching experience as a support model. The findings may also be used to assist other school districts in providing support to building administrators serving as an instructional leader to create a district-wide systemic instructional focus.