District leaders must take an active role in removing barriers and fostering a supportive culture for coaching programs to succeed¶

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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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? Across a three-year study of 32 districts, merely funding a coaching position was found insufficient; district leaders' active role in eliminating barriers and fostering an innovation culture was associated with maximizing the coaching investment. → 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?

A three-year research study of instructional coaching across 32 districts, reported by Digital Promise, found that active district-leader engagement in "eliminating barriers to effective coaching" and encouraging innovation was needed to maximize the return on coaching investment. No effect sizes are reported; the finding is qualitative.

"To maximize the return on their coaching investment, our three-year study of instructional coaching across 32 districts shows that district leaders need to ensure that they are taking an active role in eliminating barriers to effective coaching and fostering a culture that encourages teachers to innovate their practice"

Discussion¶

Related Claims¶

• When district administration encourages a culture of coaching, teachers feel more comfortable participating in coaching and taking ownership of change — related
• Teacher leaders can play a valuable role in supporting the professional learning of their colleagues — related
• 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 — related
• The coaching pilot strengthened school leaders' relationships with coaches and led leaders to advocate for full-time dedicated coaches to scale the model — related
• Effective leadership plays a pivotal role in guiding digital transformation in educational organizations — related
• Interviewees most frequently cited the absence of coaching and professional learning support after initial installation as the source of implementation variation — related