How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching

@article{Mangin2015HowTF,
  title={How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching},
  author={Melinda M. Mangin and Kailonnie L. Dunsmore},
  journal={Educational Administration Quarterly},
  year={2015},
  volume={51},
  pages={179 - 213}
}
Purpose: Instructional coaching is framed as both a means for systemic and individual reform. These competing conceptualizations of coaching as a mechanism for change have not been systematically examined, and therefore, we know little about how the framing of instructional coaching initiatives affects the enactment of coaching. In response to this gap in the literature, we examined one district’s efforts to use literacy coaching as a means to facilitate system-wide changes in literacy practice… 

Figures and Tables from this paper

Crystallizing Coaching: An Examination of the Institutionalization of Instructional Coaching in Three Educational Systems

  • Sarah L. Woulfin
  • Education
    Teachers College Record: The Voice of Scholarship in Education
  • 2020
Background Instructional coaching has gained popularity as a reform instrument, yet it varies widely across contexts. This variability plays a role in weak implementation or even rejection of

Capacity-Building for District Reform: The Role of Instructional-Coach Teams

  • Sarah Galey-Horn
  • Education
    Teachers College Record: The Voice of Scholarship in Education
  • 2020
Background/Context This study contributes to our growing understanding of coaches’ role in district reform by introducing instructional-coach teams as a potentially important concept for

Coaching in Context: Exploring Conditions that Shape Instructional Coaching Practice

Background/Context The literature shows that one constant in coaching is the high degree of variation in coach roles and contexts, suggesting that understanding coaching practice requires that we

Decomposing the observation-based coaching process: the role of coaches in supporting teacher learning

ABSTRACT Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an

What Happens During Language and Literacy Coaching? Coaches’ Reports of Their Interactions With Educators

ABSTRACT Research Findings: This study investigated coaches’ interactions with educators in the context of a large-scale, state-implemented literacy professional development (PD). We examined log

Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era

Instructional coaching has emerged as a prevalent and much-lauded instrument for capacity building. This essay argues that coaching can be aligned with teacher evaluation systems to work toward the

The six “P” model: principles of coaching for inclusion coaches

These six principles of coaching for inclusion offer considerations, conditions, and guides for inclusion coaches that are striving for fully inclusive classrooms in their jurisdictions.

Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom

The current study explored how a STEM coach supported an elementary teacher during the implementation of an integrated curriculum that culminated with an engineering design challenge. The findings of

Qualitative Investigation of RtI Coaches Roles, Responsibilities, and Experiences Supporting Schools Participating in a State Level RtI Implementation Project

ABSTRACT Systems coaching is a professional development approach focusing on the implementation fidelity of evidence-based practices and whole school reform efforts such as Response to Intervention

Mediating Instructional Reform: An Examination of the Relationship Between District Policy and Instructional Coaching

Districts make and implement policies aiming to improve structures, practices, and outcomes. Instructional coaching has become a popular lever to catalyze instructional improvement efforts. However,
...

References

SHOWING 1-10 OF 141 REFERENCES

Leadership for Literacy Coaching: The Principal’s Role in Launching a New Coaching Program

Purpose: This study investigated the relationship between principal leadership and variation in teachers’ participation in a new literacy coaching program: Content-Focused Coaching® (CFC). Research

Three Ways That Literacy Coaches Balance Responsive and Directive Relationships with Teachers

Building on recent studies of literacy coaches' roles in schools and relationships with teachers, this article provides empirical descriptions of 3 ways that literacy coaches in an urban, midsized

The Heart of the Matter: Coaching as a Vehicle for Professional Development

I N SCHOOLS ACROSS the country, there is increased emphasis on coaching — a process whereby seasoned teachers provide instructional support, professional development opportunities, feedback, and

The Impact of Literacy Coaches: What Teachers Value and How Teachers Change

In order to better understand literacy coaches' impact on teachers, the authors analyzed interviews with 35 teachers who participated in a statewide professional development effort, the South

Conflicting Storylines in Teacher Leadership: How One Literacy Coach Struggled to Position Herself and Her Work

This study examines the enactment of literacy coaching—one kind of formal teacher leader role—in two districts using data collected from daily activity logs and weekly interviews with 6 coaches over

Instructional Coaching

Instructional coach initiatives aimed at teachers’ professional development are expanding in reforming school districts across the United States. This study addresses the lack of research regarding

Reading Coaches and the Relationship Between Policy and Practice

Many educational policy initiatives use instructional coaching to accomplish their goals. Yet we know little about the role of reading coaches in mediating the relationship between policy and

Literacy Coach Role Implementation: How District Context Influences Reform Efforts

Purpose: This study examines the outcomes of one regional intermediate school district’s effort to promote literacy coach role implementation in its 20 constituent districts. The findings from this

Instructional Coaching: A Partnership Approach to Improving Instruction

This book helps teachers and coaches focus on the Big Four: Behavior, Content Knowledge, Direct Instruction, and Formative Assessment, and how Coaches can Spread Knowledge.

Can Literacy Coaching Provide a Model for School-wide Professional Learning?

This paper examines the potential for literacy coaching to foster school-wide professional learning within the larger context of school reform. Employing qualitative analysis we argue that
...