The Influence of Administrative Policies and Expectations on Coach-Teacher Interactions.
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| Title: | The Influence of Administrative Policies and Expectations on Coach-Teacher Interactions. |
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| Authors: | Saclarides, Evthokia Stephanie1 (AUTHOR), Lubienski, Sarah Theule2 (AUTHOR) |
| Source: | Elementary School Journal. Mar2020, Vol. 120 Issue 3, p528-554. 27p. 2 Diagrams, 3 Charts. |
| Subject Terms: | *School districts, *Urban schools, *Teachers, *Teacher influence, Personal coaching |
| Abstract: | This study builds on an initial coaching study that found a strong focus on logistics and a lack of depth in coach-teacher talk during modeling and coteaching cycles in one midsize urban school district. The current study explores how administrative policies and expectations may have shaped these coach-teacher interactions. Data sources include 27 interviews with 3 administrators, 2 coaches, and 5 teachers, as well as observations of 15 planning and reflection meetings and 23 lessons. Results indicate that the following 3 policies and expectations shaped coach-teacher interactions: (1) competing demands made by administrators, (2) the "Teacher's Choice" coaching structure, and (3) a new evaluation system for coaches and teachers. Implications for further research and school districts are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study builds on an initial coaching study that found a strong focus on logistics and a lack of depth in coach-teacher talk during modeling and coteaching cycles in one midsize urban school district. The current study explores how administrative policies and expectations may have shaped these coach-teacher interactions. Data sources include 27 interviews with 3 administrators, 2 coaches, and 5 teachers, as well as observations of 15 planning and reflection meetings and 23 lessons. Results indicate that the following 3 policies and expectations shaped coach-teacher interactions: (1) competing demands made by administrators, (2) the "Teacher's Choice" coaching structure, and (3) a new evaluation system for coaches and teachers. Implications for further research and school districts are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00135984 |
| DOI: | 10.1086/707196 |
