Examining the Presence and Equitable Distribution of Instructional Coaching Programs and Coaches' Teaching Expertise across Tennessee Schools

Autor/inn/en	Hunter, Seth B.; Redding, Christopher
Titel	Examining the Presence and Equitable Distribution of Instructional Coaching Programs and Coaches' Teaching Expertise across Tennessee Schools
Quelle	In: Educational Policy, 37 (2023) 4, S.1151-1178 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunter, Seth B.) ORCID (Redding, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221087201
Schlagwörter	Coaching (Performance); Peer Evaluation; Teacher Evaluation; Faculty Development; School Districts; Institutional Characteristics; Teacher Effectiveness; Expertise; Economically Disadvantaged; Statewide Planning; Educational Policy; Instructional Leadership; State Standards; Scoring Rubrics; Elementary Secondary Education; Teacher Leadership; Tennessee + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; School district; Schulbezirk; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Expert appraisal; Planwirtschaft; Politics of education; Bildungspolitik; Instruction; Leadership; Bildung; Erziehung; Führung; Scoring formulas; Auswertungsbogen; Lehrerfunktionsstelle
Abstract	Using unique statewide panel data from Tennessee, we describe instructional coach (IC) and teacher peer observer (TPO) distributions in terms of their teaching expertise and observable school and district characteristics. The evidence suggests ICs are more likely to work in districts with lower-performing teachers while working in schools with higher-performing teachers. District characteristics largely determine where TPOs work. We also find that ICs and TPOs possess relatively more teaching expertise than classroom teachers and that these positive differences grow in magnitude as the concentration of economically disadvantaged students in a school rises. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01