Staffing Matters: Comparing Coach Staffing Models and Their Influence on Coaching Practice

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 1
  In Roundtable Session: Policy in Action: Professional Learning, Coaching Models, and Equity Commitments

Abstract

In this paper, we compare how three coach staffing models (full-time coaches, teacher-coaches, and administrator-coaches) influence coach responsibilities and the ways coaches engage in coaching practices. Analyzing data from a math coaching project, including coach and teacher interviews and coaching logs, we found substantial differences in coaching practices across staffing models. Full-time coaches had greater capacity for in-depth coaching activities, such as advanced data collection and extended debriefs with teachers, and were more consistently engaged in their own professional development. Teacher- and administrator-coaches faced time constraints and competing responsibilities, which led to shorter and less frequent coaching interactions and less engagement in coach training. These findings offer insight for district leaders seeking to make research-informed staffing decisions around coaching.

Authors

• Angela Marie Hardy, Digital Promise

• Lauren H. McMahon, Digital Promise Global

• Nicola Hodkowski, Digital Promise Global

• Mai Chou Vang, Digital Promise