How School Administrators can Serve as Productive Partners in Teacher Coaching Programs
Part of Dynamic Learning Project
When school administrators support instructional coaching, it is more likely to be effective in improving teacher practice. Building teacher buy-in, promoting awareness of the coach’s non-evaluative role, ensuring coaches have adequate time to provide classroom support, meeting consistently with the coach, and trusting the coach to make decisions are all critical components of a successful coaching program. Based on data from our study of instructional coaching across 163 schools, this guide describes specific actions school-based administrators can take to serve as productive partners in instructional coaching programs.
Sponsorship
This research was made possible through funding from Google for Education. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funders.
Resource Details
- Persistent Identifier
- http://hdl.handle.net/20.500.12265/117