How School Administrators can Serve as Productive Partners in Teacher Coaching Programs
Date
2021-05
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Publisher
Digital Promise
Abstract
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.
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Keywords
instructional coaching, Dynamic Learning Project, school administration, principals