Leadership Practices That Support Instructional Coaches

• In Event: Sheraton Roundtable Session 39
  In Roundtable Session: Teacher Leaders (Re)Imagining Professional Learning Opportunities

Abstract

Most agree that variances in teacher quality influence student learning (Darling-Hammond, 2000; Goldhaber 2002; Hanushek, 2010). In response, recent research, funding, and legislation has been dedicated to understanding and influencing teacher quality. Yet, the pathways to teacher learning are still unclear. Many have suggested that isolated professional learning opportunities do not often lead to changes in teacher practice (e.g. Garet et al., 2001; Guskey, 2000; Joyce & Showers, 2002; Mangin & Dunsmore, 2015). In response, many have proposed instructional coaching as a way to strengthen teacher learning. However, coaching practices and leadership supports vary between schools. Through interviews of coaches, this study reveals administrative actions and structures that contribute to better coaching outcomes.

Authors

• Heba Abdo, Rutgers University

• Carolyn Ross, Rutgers University