Funding Coaching is Not Enough: The Role of the District Administrator in Coaching

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dc.contributor.author Hardy, Angela
dc.contributor.author Bakhshaei, Mahsa
dc.date.accessioned 2021-05-05T18:21:45Z
dc.date.available 2021-05-05T18:21:45Z
dc.date.issued 2021-05
dc.identifier.uri http://hdl.handle.net/20.500.12265/118
dc.description.abstract Districts are increasingly investing in coaching programs to improve teacher practice and student outcomes. However, merely providing schools with the funding for a coaching position is not enough. To maximize the return on the investment of coaching, our research on the Dynamic Learning Project (DLP) shows that districts need to ensure that they are taking an active role in eliminating barriers to effective coaching and fostering a culture that encourages teachers to innovate their practice. Drawing from our three-year research study of instructional coaching across 32 districts, this guide describes concrete ways districts can remove roadblocks and support coaching throughout the school year. 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 district administrators en_US
dc.title Funding Coaching is Not Enough: The Role of the District Administrator in Coaching en_US
dc.type Article en_US


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