ABSTRACT
This case discusses the tensions between transformational models of leadership, Cranton’s (2013) theory of critical reflection to inform action, and a novice instructional coach’s effort to support a classroom teacher in adopting a new literacy curriculum. For decades, coaching in its various forms has been an important vehicle for transformational models of leadership in K–12 schools. Coaching has been shown to support ongoing reflective practice and teacher learning and change. The challenge is that coaching is far more complex than most realize and can quickly become an ineffective instrument of administrative authority if an organization is not committed to the learning process. This case highlights the decision-making of Heather, a new coach, as she navigates her own values of coaching with the competing coaching goals of teachers and administrators with limited professional training.
