How Coaches Get In

Jen Munson, Evthokia Stephanie Saclarides

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)32-36
Number of pages5
JournalPhi Delta Kappan
Volume105
Issue number2
DOIs
StatePublished - Oct 2023

Keywords

  • Education coaching practices
  • Embedded teacher coaches
  • Instructional coaches
  • Professional development for teachers
  • Teaching coaches

ASJC Scopus subject areas

  • Education

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