Without clear expectations and support from district leaders, coaches might not devote sufficient time to the full range of coaching activities needed to improve teachers' instruction¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Absent clear expectations and district-leader support, coaches may not spend enough time on the full range of coaching activities needed to improve instruction. → Jeff Archer 2019

Evidence¶

Jeff Archer 2019¶

Jeff Archer, Jeffrey Max. (2019). Building a System of Supports for Instructional Coaching: Insights from the New Teacher Center. Washington, DC: Mathematica. https://www.mathematica.org/publications/building-a-system-of-supports-for-instructional-coaching-insights-from-the-new-teacher-center

q1 · i? · theoretical · r1

The brief asserts, without reporting data, that districtwide coaching implementation can be challenging and that coaches "might not devote sufficient time to the full range of coaching activities" absent district expectations and support.

"Without clear expectations and support from district leaders, coaches might not devote sufficient time to the full range of coaching activities needed to improve teachers’ instruction."

Discussion¶

Related Claims¶

• Intensive three-year professional development changed Leader Teachers' practice dramatically, but peer diffusion of reform was uneven — related
• School leaders should be viewed and trained as instructional leaders — related
• Insights from the National Writing Project's teacher-leader preparation are presented as relevant for facilitating professional learning in all areas of instruction — related
• Teacher leaders can play a valuable role in supporting the professional learning of their colleagues — a broader claim this one bears on
• Teachers integrating a new assessment tool into early childhood practice need a range of supports to act effectively on the information it provides — related
• Elementary school principals spend more than one-third of their workweek providing instructional support to teachers, split fairly evenly between direct and indirect support — related
• District leaders must take an active role in removing barriers and fostering a supportive culture for coaching programs to succeed — related
• District leaders use learning walks and ongoing professional learning to reinforce clear, consistent expectations for curriculum use over time — related