How School Administrators can Serve as Productive Partners in Teacher Coaching Programs

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dc.contributor.author Bakhshaei, Mahsa
dc.contributor.author Hardy, Angela
dc.date.accessioned 2021-05-05T18:18:25Z
dc.date.available 2021-05-05T18:18:25Z
dc.date.issued 2021-05
dc.identifier.uri http://hdl.handle.net/20.500.12265/117
dc.description.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. en_US
dc.description.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. en_US
dc.language.iso en_US en_US
dc.publisher Digital Promise en_US
dc.subject instructional coaching en_US
dc.subject Dynamic Learning Project en_US
dc.subject school administration en_US
dc.subject principals en_US
dc.title How School Administrators can Serve as Productive Partners in Teacher Coaching Programs en_US
dc.type Article en_US


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