The Labor Market Trajectories of Tennessee Instructional Coaches and Teacher Peer Observers

Autor/inn/en	Redding, Christopher; Hunter, Seth B.
Titel	The Labor Market Trajectories of Tennessee Instructional Coaches and Teacher Peer Observers
Quelle	In: American Journal of Education, 129 (2023) 3, S.413-443 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/724380
Schlagwörter	Labor Market; Coaching (Performance); Faculty Mobility; Faculty Development; Career Change; Gender Differences; Teacher Characteristics; Race; Ethnicity; Self Concept; Administrator Role; Peer Evaluation; Principals; Minority Groups; Diversity (Faculty); Elementary Secondary Education; Tennessee + Suchen Sie Ihr Suchwort? Labour market; Arbeitsmarkt; Career changes; Berufswechsel; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Selbstkonzept; Principal; Schulleiter; Ethnische Minderheit
Abstract	Purpose: This study's purpose is to provide statewide evidence on the mobility patterns of instructional coaches (ICs) and teacher peer observers (TPOs). Research Methods/Approach: Using 5 years of administrative and survey data from Tennessee, we conduct descriptive and regression analyses to document the mobility of classroom teachers, ICs, and TPOs from one year to the next. These outcomes identify if a teacher, IC, or TPO remains in the same school, moves to a new school, becomes a school administrator, or leaves teaching. In a series of ancillary investigations, we examine if mobility patterns depend on their gender and racial/ethnic identities. Findings: ICs and TPOs are no more likely to remain in teaching than full-time classroom teachers. ICs move schools at higher rates than classroom teachers, and ICs and TPOs become school administrators at much higher rates than classroom teachers. Importantly, these transitions into school administration are not equally distributed by race and gender, with ICs of color and male TPOs becoming administrators at the highest rates. Implications: Our findings imply that policy makers may be able to use ICs and TPOs to shape the principal pipeline, including strengthening the instructional expertise and increasing the racial diversity of the administrator corps. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01