Leadership Coaching for New Administrators using the Blended Coaching Model

The purpose of this ethnographic research was to study the experiences of coaches who practiced the blended coaching model through the domains of the International Society for Technology in Education (ISTE) standards for administrators. The focus was to explore the experiences of coaches regarding each of the five domains of the ISTE standards: visionary leadership, digital age learning, excellence in professional practice, systemic improvement, and digital citizenship. This was part of a thematic study with a peer researcher who explored the 21st century skills of collaboration, communication, creativity, and critical thinking. The peer researchers drew upon findings from a previous thematic study that examined blended coaching through the lens of transformational leadership. This research was designed from an ethnographic perspective. Data were collected from interviews, observations, and artifacts to address the research question: What was the experience of coaches who practiced the blended coaching model with integration of ISTE standards for administrators? Examination of the data revealed several findings. Coaches who practiced the blended coaching model focused on visionary leadership and experienced effective practices with the infusion of technology. A majority of the coaches interviewed described rich experiences with professional learning communities and promoted communication and collaboration. Digital citizenship focused on safe and ethical use as well as equal access to technology. Future research is recommended to deepen the knowledge base for both leadership coaching of new administrators as well as technology leadership skills.