When district administration encourages a culture of coaching, teachers feel more comfortable participating in coaching and taking ownership of change¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The authors' research found that a district-level culture of coaching, framed as non-evaluative partnership, makes teachers more comfortable participating in coaching and owning the change process. → Hardy 2021

Evidence¶

Hardy 2021¶

Hardy, A., & Bakhshaei, M. (2021). Funding coaching is not enough: The role of the district administrator in instructional coaching. Digital Promise. https://digitalpromise.dspacedirect.org/items/89f20796-22b4-44c1-889c-cc2fd46a19a2

q2 · i? · qualitative · r?

Qualitative finding from the authors' three-year coaching study: district encouragement of a coaching culture is reported to increase teacher comfort with participation and ownership. No effect sizes or test statistics are printed.

"Our research shows that when district administration encourages a culture of coaching, teachers feel more comfortable participating in coaching and taking ownership of the change process."

Discussion¶

Related Claims¶

• District leaders must take an active role in removing barriers and fostering a supportive culture for coaching programs to succeed — related
• Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related
• Female principals empowered others through shared ownership, committee involvement, and staff development — related
• Teachers reported increasing encouragement of risk-taking while coaches were less confident teachers actually took risks — related
• Teachers who report coaching as a partnership report more improvement in classroom challenges and higher technology-use confidence; voluntary participation and non-evaluative support correlate with improvement in classroom challenges — related
• Administrators' dual role as evaluator and coach can undermine the observation process's professional learning benefits — related
• Workers and administrators who were presented with the CMR model viewed it as a comfortable transition into residential treatment — related
• Community members reported that participating in a Community Socratic Circle helped them feel comfortable with teachers facilitating classroom racial discourse — related