The Influence of Administrative Policies and Expectations on Coach-Teacher Interactions

Autor/inn/en	Saclarides, Evthokia Stephanie; Lubienski, Sarah Theule
Titel	The Influence of Administrative Policies and Expectations on Coach-Teacher Interactions
Quelle	In: Elementary School Journal, 120 (2020) 3, S.528-554 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/707196
Schlagwörter	Administrative Policy; Coaching (Performance); Expectation; Interaction; Teacher Administrator Relationship; Teacher Evaluation; Urban Schools; School Districts + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Interaktion; Teacher appraisal; Lehrerbeurteilung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk
Abstract	This study builds on an initial coaching study that found a strong focus on logistics and a lack of depth in coach-teacher talk during modeling and coteaching cycles in one midsize urban school district. The current study explores how administrative policies and expectations may have shaped these coach-teacher interactions. Data sources include 27 interviews with 3 administrators, 2 coaches, and 5 teachers, as well as observations of 15 planning and reflection meetings and 23 lessons. Results indicate that the following 3 policies and expectations shaped coach-teacher interactions: (1) competing demands made by administrators, (2) the "Teacher's Choice" coaching structure, and (3) a new evaluation system for coaches and teachers. Implications for further research and school districts are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01