Districts across the nation have invested heavily in coaching as a way to grow a high-quality teaching staff—a key goal of state and federal reforms. However, many districts discover the complexities of coaching only after their coaching initiative has begun. It might seem as if the idea of coaching is embraced but the actual coaching is not.
The American Research Educational Journal has just published the article by UW faculty, "Instructional Coaching: Building Theory About the Role and Organizational Support for Professional Learning." The study examines, "How (and what) do instructional coaches learn in the context of district instructional reform? And what organizational structures and policies support them in that process?"