Coordinating Leadership Supports for Teachers’ Instructional Improvement

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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: Gibbons, Lynsey K.; Wilhelm, Anne Garrison; Cobb, Paul
Date: 2019
In publication: Journal of School Leadership
Volume: 29
Issue: 3
Pages: 248-268
Resource type: Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Keywords: teacher learning; school reform; case study; instructional coaching; principal
IRE Approach/Concept: Coaching; Education Reform; Instructional Improvement
Featured case/project: Middle-school Mathematics and the Institutional Setting of Teaching (MIST) Project
Language: en
Open access/full-text available: en No
Peer reviewed: en Yes
ISSN: 1052-6846
DOI: 10.1177/1052684619836824
URL: Publisher Webpage; ERIC Link (#EJ1282058)
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
Abbreviation: Journal of School Leadership

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