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Chapter 22 - Coaching for Instructional Improvement

Conditions and Strategies that Matter

from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development

Published online by Cambridge University Press:  05 November 2012

Barbara Kelly
Affiliation:
University of Strathclyde
Daniel F. Perkins
Affiliation:
Pennsylvania State University
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Summary

This chapter reviews the rationale for implementing coaching as a key form of teacher professional development. It describes the impact of collaborative coaching and learning (CCL) on teaching and learning in Boston Public Schools (BPS) and considers the factors that affected whether and how the model was implemented in those settings. As Boston's schools worked to implement CCL, the factors that influenced their success include principal leadership, coach knowledge and skill, teachers' attitudes, knowledge, and skill. The factors also include the social context/climate of the school, school organization and size, and district support. The chapter elaborates these factors and discusses the ways in which adaptations to the CCL model, made in response to these factors, influenced the fidelity and quality of CCL implementation. Coaching, organized as CCL, holds out the promise of achieving this goal by fundamentally reforming teaching as a culture as well as a skilled practice.
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Publisher: Cambridge University Press
Print publication year: 2012

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