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

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dc.contributor.authorBakhshaei, Mahsa
dc.contributor.authorHardy, Angela
dc.date.accessioned2021-05-05T18:18:25Z
dc.date.available2021-05-05T18:18:25Z
dc.date.issued2021-05
dc.description.abstractWhen 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.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/20.500.12265/117
dc.language.isoen_USen_US
dc.publisherDigital Promiseen_US
dc.subjectinstructional coachingen_US
dc.subjectDynamic Learning Projecten_US
dc.subjectschool administrationen_US
dc.subjectprincipalsen_US
dc.titleHow School Administrators can Serve as Productive Partners in Teacher Coaching Programsen_US
dc.typeArticleen_US

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