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The Butterfly Effect: Cognitive CoachingSM as a Catalyst for Educator Learning and Lasting Change
No full textThis qualitative, interpretative phenomenological analysis (IPA) research study explores instructional coaches’ perceptions of the impact of Cognitive Coaching℠ on teacher instruction, efficacy, and professional learning implementation. Findings across the four research questions reveal a cohesive perception among instructional coaches that Cognitive Coaching℠ functions as a catalyst for teacher growth, agency, and efficacy.
Coaches described their roles primarily as facilitators who guide rather than direct, emphasizing trust-building, reflection, and empowerment as essential. The findings highlight that Cognitive Coaching℠ strengthens teacher self-efficacy, which aligns with the six core principles of andragogy, with coaches observing increases in confidence, risk-taking, and professional agency. The instructional coaches interviewed perceived that coaching strengthened the transfer of learning from the training to classroom practice by providing ongoing support, reflection, and follow-up. However, this process was most effective when coaching was embedded within, and aligned to, other structures within the school/district. Coaches identified trust, teacher-directed conversation, and mediative questioning as critical components of capacity-building coaching. Specific elements of Cognitive CoachingSM, especially pausing, paraphrasing, and posing mediative questions, were cited as powerful tools to foster self-efficacy, mediate thinking, and build self-coaching capacity. However, the participants also noted the importance of differentiating support based on teacher readiness, acknowledging that novice and experienced teachers benefit from different coaching approaches.
Overall, this study reinforces that Cognitive Coaching℠ is a powerful framework for supporting teacher agency, instructional change, and systemic capacity-building; however, its impact is contingent upon the leadership, systems, and structures of the school or district and how coaching is integrated and aligned across initiatives and processes
From Policy to Practice: How Institutional Interpretations of FERPA Shape the Campus Safety Conversation
No full textThe Family Educational Rights and Privacy Act (FERPA) is a foundational federal law designed to protect the privacy of student education records. FERPA includes exceptions—such as for health and safety emergencies—that institutions may interpret and apply in varied ways. This qualitative study explores how higher education professionals across diverse institutional contexts conceptualize and apply the health or safety exception, and how those interpretations influence campus safety practices and policy-making. Through semi-structured interviews with compliance officers and administrators, the research examines the intersection of federal policy, institutional culture, and individual judgment.
Findings reveal a range of interpretations shaped by institutional risk tolerance, crisis experience, and access to legal counsel or training. This study contributes to the broader discourse on privacy and safety in higher education by highlighting patterns, concerns, and promising practices that can inform policy, training, and student support. It underscores the need for clearer federal guidance and stronger institutional frameworks to ensure FERPA is applied consistently and ethically, balancing student rights with campus well-being
