How Coaches Get In

Autor/inn/en	Munson, Jen; Saclarides, Evthokia Stephanie
Titel	How Coaches Get In
Quelle	In: Phi Delta Kappan, 105 (2023) 2, S.32-36 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217231205939
Schlagwörter	Coaching (Performance); Faculty Development; Professional Autonomy; Program Effectiveness; Elementary Secondary Education; Mathematics Teachers; English Teachers + Suchen Sie Ihr Suchwort? Berufsfreiheit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht
Abstract	While coaches can have a positive impact on teachers' practice and students' learning, in many school districts teachers have the autonomy to decide whether and when to work with a coach. Coaches then must work to gain access to teachers' classrooms. In a recent study of 28 content-focused coaches, researchers Jen Munson and Evthokia Stephanie Saclarides found that coaches used six types of strategies to gain access, typically coordinating multiple strategies tailored to the context. In this article, they describe these strategies and provide a reflection tool coaches can use to identify strategies they might use to increase their classroom access to support teaching and learning. (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