Coggins, C., Stoddard, P., & Culter, E. (2003). Improving instructional capacity through school-based reform coaches. Center for Research on the Context of Teaching, Stanford University & Bay Area School Reform Collaborative. EA 032 650, ED 478 744
Author: Coggins, C., Stoddard, P., & Culter, E. (2003).
While having quantitative aspects, this is largely an interesting qualitative study about reform coaches and their emerging roles in the Bay Area School Reform Collaborative. If one reads closely, the majority of the coaches and issues discussed center on literacy. This piece seems helpful not only to school level literacy coaches, but also to district level literacy coaches/administrators who support school level coaches. The focus of reform coaches was on building distributed leadership capacity of schools, not directly on improving student achievement. The study included cases studies of seven coaches and a larger survey of the coaches working in BACRC schools and districts. The interview and survey forms are part of the report.
The results concern the actual roles and duties that coaches found themselves fulfilling in schools. Findings of the study indicate that reform coaches can serve as a important bridge between a vision of improvement and its enactment, through day-to-day support for teaches and others in leadership roles. Several coaches reported that they felt most effective as a coach when they did individual in-classroom coaching sessions with teachers and indicated that they would like to do this work more. However, what coaches thought they should be doing in the role had a weak correlation to what they actually did in practice in this study (r=0.00). As in the Poglinco et al report The Heart of the Matter (also in the LCC library), this piece is very good for discussion among coaches, principals, and district level personal as they work to develop coaching programs or revise existing ones.
Date Added: 09/14/2006