Protect coaches' time so the majority is spent directly with teachers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's third administrator action is ensuring coaches have the time they need for classroom support. Because maximizing teacher learning and practice time increases PD effectiveness, "it is critical that the coach's role be protected to ensure that the majority of the coach's time is spent directly with teachers." The report's research found coaches worried about support quality when they could not concentrate on coaching and were dissatisfied when their role was not recognized. Recommended steps include regular administrator-coach communication about schedule and workload and sharing the coach's roles and schedule with staff.

Design Implications¶

Context¶

Requirements¶

• Clear and consistent communication between coaches and administrators throughout the year to evaluate the coach's schedule and workload.

Constraints¶

Target Learners¶

• Instructional coaches and K-12 classroom teachers

Target Learning Goals¶

• Quality of coaching support for improved teaching practices

Related Strategies¶

• Meet consistently with the coach throughout the school year in dedicated one-on-one time
• Trust coaches to make decisions around coaching, granting autonomy while staying involved
• Protect confidentiality and a non-evaluative stance so teachers trust the coach-teacher relationship
• School and district leaders' recommendations for implementing effective classroom coaching programs
• Recommendations for adopting and sustaining high-quality coaching

Examples¶

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Key Sources¶

• Bakhshaei, M. & Hardy, A. (2021). How school administrators can serve as productive partners in teacher coaching programs. Digital Promise. https://digitalpromise.dspacedirect.org/items/a08ba4d8-72c1-4d8e-902c-c529eed160ac