Coaching for Coherence

How Instructional Coaches Lead Change in the Evaluation Era

Datos Bibliográficos

ID9733659
AutoresSarah L Woulfin (0000-0003-2883-3859, University of Connecticut, Storrs, CT, autor de correspondencia), Jessica G Rigby (0000-0003-1132-1187, University of Washington, Seattle, WA)
Año2017
Volumen46
Número6
Páginas323-328
Fecha de publicación2017-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x17725525
OpenAlexW2748122023
IdiomaEN
Citas recibidas36
Referencias citadas32

Instructional coaching has emerged as a prevalent and much-lauded instrument for capacity building. This essay argues that coaching can be aligned with teacher evaluation systems to work toward the effective implementation of instructional reforms, including Common Core State Standards and Next Generation Science Standards. Within the current policy context, coaching can support reform by (a) developing shared understandings, (b) modeling practices, and (c) brokering ideas. We discuss examples of coaches’ leadership actions related to the evaluation process, thus illustrating the potential for coaching to promote coherence in instructional improvement. We conclude by discussing barriers to the enactment of reform-aligned coaching as well as implications for leaders positioned at multiple levels of the education system

Coaching · Coherence (philosophical gambling strategy · Context (archaeology · Pedagogy · Political science · Process (computing · Professional development · Public relations · Work (physics · Computer Science · Educational and Psychological Assessments · Educational Assessment and Improvement · Engineering · Psychology · Teacher Education and Leadership Studies