Relationships Between Instructional Coaches’ Time Use and District- and School-Level Policies and Expectations
Bibliographic Data
| ID | 8220895 |
|---|---|
| Authors | Britnie Delinger Kane (0000-0002-0180-7557, Zucker Family School of Education, The Citadel, corresponding author), Brooks Rosenquist (University of Colorado System), Brooks A Rosenquist (University of Colorado Denver) |
| Year | 2019 |
| Volume | 56 |
| Issue | 5 |
| Pages | 1718-1768 |
| Publication date | 2019-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831219826580 |
| OpenAlex | W2911383281 |
| Language | EN |
| Citations received | 8 |
| References cited | 29 |
Whole-school reform models frequently include instructional coaching, yet instructional coaches typically spend relatively little time working with teachers on instruction. Using survey and interview data from district leaders, school administrators, and instructional coaches in one urban school district, this mixed-methods analysis asks how district- and school-level policies and expectations were related to coaches’ time use. Coaches accountable to district leaders spent more time working with teachers on instruction than their school-hired counterparts, who devoted more time to administrative and teaching duties. However, all coaches had limited opportunities to work with teachers in ongoing ways. Also, as district accountability systems became more robust, all coaches engaged in more administrative work. Implications for school and district policy are discussed
Academic achievement · Accountability · Coaching · Educational leadership · Instructional leadership · Mathematics education · Pedagogy · Political science · School district · Student achievement · Work (physics · Educational Assessment and Improvement · Engineering · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
The Evolution of Coaching as a Policy Instrument
Understanding mathematics coaches’ development
Supporting Professional Learning at Scale
“It Kind of Takes over the Life of the Building
Impacts of the beginning education
Content-focused coaches' opportunities for professional learning
Coaching our coaches
Practice-based coaching for project-based teaching
The Discovery of Grounded Theory
District Policy and Teachers’ Social Networks
Framing Constructivism in Practice as the Negotiation of Dilemmas
Towards a theory of leadership practice
The Effect of Teacher Coaching on Instruction and Achievement
EJ Extra
Chapter 6
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship
Rethinking Instructional Leadership, a Review
Case Study Research
Research design
Professional Development and Teacher Learning
Making Sense of Student Performance Data
Below the Bubble
Instructional Coaching
Improving Impact Studies of Teachers' Professional Development
Back to the Future
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Core Practices and Pedagogies of Teacher Education
| Citations per year | 1.14 |
|---|---|
| Citation span | 2019 - 2024 (6) |
| Highly cited | No |