Relationships between Instructional Coaches' Time Use and District- and School-Level Policies and Expectations

Autor/inn/en	Kane, Britnie Delinger; Rosenquist, Brooks
Titel	Relationships between Instructional Coaches' Time Use and District- and School-Level Policies and Expectations
Quelle	In: American Educational Research Journal, 56 (2019) 5, S.1718-1768 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219826580
Schlagwörter	Coaching (Performance); Faculty Development; Time Management; School Policy; Expectation; Instructional Leadership; Instructional Improvement; Urban Schools; School Districts; Accountability; Noninstructional Responsibility; Middle School Teachers + Suchen Sie Ihr Suchwort? Zeitmanagement; Schulpolitik; Expectancy; Erwartung; Instruction; Leadership; Bildung; Erziehung; Führung; Unterrichtsqualität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Verantwortung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01