Coordinating Leadership Supports for Teachers’ Instructional Improvement
Item
Title
Coordinating Leadership Supports for Teachers’ Instructional Improvement
Abstract/Description
Principals and instructional coaches are asked to organize their schools to support teachers’ ongoing professional learning. Prior studies have examined what principals do to support coaches rather than the ways they work together to support instructional improvement. We build on prior studies by examining how principals and coaches coordinate their work to support instructional improvement. To examine coordination, we selected cases in which coaches were or were not successful in interacting with teachers around teaching mathematics. We then analyzed the data within and across each of four cases. In schools where coaches were identified as successful in interacting with teachers, principals and coaches coordinated their work across three settings in order to jointly support teachers: teacher collaborative meetings, classroom visits, and coach–principal informal meetings. This study contributes to the literature on leadership by specifying how principals and coaches can coordinate their individual and collective work to organize supports for teachers.
Author/creator
Date
In publication
Volume
29
Issue
3
Pages
248-268
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
IRE Approach/Concept
Featured case/project
Open access/full-text available
No
Peer reviewed
Yes
ISSN
1052-6846
Citation
Gibbons, L. K., Wilhelm, A. G., & Cobb, P. (2019). Coordinating Leadership Supports for Teachers’ Instructional Improvement. Journal of School Leadership, 29(3), 248–268. https://doi.org/10.1177/1052684619836824
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