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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.
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]
Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Influence of Administrative Policies and Expectations on Coach-Teacher Interactions.
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  Data: <searchLink fieldCode="JN" term="%22Elementary+School+Journal%22">Elementary School Journal</searchLink>. Mar2020, Vol. 120 Issue 3, p528-554. 27p. 2 Diagrams, 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Urban+schools%22">Urban schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+influence%22">Teacher influence</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+coaching%22">Personal coaching</searchLink>
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  Data: 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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  Data: <i>Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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