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

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dc.contributor.authorHardy, Angela
dc.contributor.authorBakhshaei, Mahsa
dc.date.accessioned2021-05-05T18:21:45Z
dc.date.available2021-05-05T18:21:45Z
dc.date.issued2021-05
dc.description.abstractDistricts 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.sponsorshipThis 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.identifier.urihttp://hdl.handle.net/20.500.12265/118
dc.language.isoen_USen_US
dc.publisherDigital Promiseen_US
dc.subjectinstructional coachingen_US
dc.subjectDynamic Learning Projecten_US
dc.subjectdistrict administratorsen_US
dc.titleFunding Coaching is Not Enough: The Role of the District Administrator in Coachingen_US
dc.typeArticleen_US

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