Structural Supports for Learning Coaches: Lessons Learned From the Model Schools for Inner Cities

• In Event: Structural, Systemic, and Environmental Supports for Learning

Abstract

This study investigates how the Toronto District School Board’s (TDSB) comprehensive, system focused Model Schools for Inner Cities (MSIC) program works and what initial conditions and program features help contribute to sustainable improvements in educational success and well-being of students living in marginalized communities in Toronto, Canada. The research investigates how system restructuring has impacted the roles of learning coaches (LCs) in supporting educators and leaders in local schools with a focus on identifying lessons learned in terms of systemic structures and conditions. The research has implications for school systems aiming to find solutions around support services to meet the educational success and well-being of children living in marginalized communities, and for educational practice and policy within school systems worldwide.

Authors

• Sejal Patel, Ryerson University

• Maria Yee-man Yau, Toronto District School Board