The whole staff enactment levels for each coaching date were then represented in bar graph format. Tricia’s
enactment level at each of her coaching sessions was then plotted in sharp contrast with the whole-staff enactment
levels over the project period, seen in Figure 3. Data was organized and pattern trends and transitions were
identified, (a) in the whole-staff timeline, (b) in Tricia’s timeline, and (c) between the two timelines. Transitions were
identified at marked pattern shifts, and categories preceding and following the transitions were examined and
characterized further.
Teacher Enactment: Whole Staff / Tricia
Publicize
Whole Staff
Transform
Enactment
Phase
.
Tricia
Masterful
Supported
Superficial
1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
Coaching Session
No Attempt
Figure 3.
Comparison of Teacher Enactment - Tricia to Whole Staff
Results
Understanding the scope of teacher enactment that took place in Plato’s faculty provided rich insight into
instructional practice change, and it served as the context for characterizing the development of teacher
understanding. To gain insight on understanding development, I focused on Tricia who significantly trailed her peers
in QAR enactment for the first two years and then demonstrated a dramatic shift in the third year of the project.
Phase I – Lack of Understanding. Tricia resisted incorporating QAR into her instructional practices during
Year One. For months she had limited our coaching sessions to organizing her classroom library and kept them
completely void of any QAR activity. I observed a similar avoidance of active participation in faculty QAR workshops.
While her c