{"id":9451,"date":"2019-12-10T08:37:00","date_gmt":"2019-12-10T12:37:00","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=9451"},"modified":"2019-12-10T09:37:44","modified_gmt":"2019-12-10T13:37:44","slug":"the-role-of-the-school-administrator-in-classroom-coaching","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/the-role-of-the-school-administrator-in-classroom-coaching\/","title":{"rendered":"The Role of the School Administrator in Classroom Coaching"},"content":{"rendered":"\n
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Research on instructional coaching<\/a> shows that when defined, understood, and implemented as a principal-coach-teacher partnership, teacher coaching programs can be more effective. Engaged principals<\/a> are key to a successful coaching program. Digital Promise has recently conducted research on the Dynamic Learning Project<\/a> (DLP) coaching program that shows that when principals support the coach-teacher relationship and collaboration, the coaches feel more confident about their coaching skills and, therefore, have a more significant impact on teachers’ practice. <\/p>\n\n\n\n

Based on two years of research on the Dynamic Learning Project<\/a>, there are five things school-based administrators can do to serve as productive partners in teacher coaching programs, along with tips for success that leaders can use to support coaching.<\/p>\n\n\n\n