Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Chapter 22 - Coaching for Instructional Improvement
Conditions and Strategies that Matter
from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Summary
This chapter reviews the rationale for implementing coaching as a key form of teacher professional development. It describes the impact of collaborative coaching and learning (CCL) on teaching and learning in Boston Public Schools (BPS) and considers the factors that affected whether and how the model was implemented in those settings. As Boston's schools worked to implement CCL, the factors that influenced their success include principal leadership, coach knowledge and skill, teachers' attitudes, knowledge, and skill. The factors also include the social context/climate of the school, school organization and size, and district support. The chapter elaborates these factors and discusses the ways in which adaptations to the CCL model, made in response to these factors, influenced the fidelity and quality of CCL implementation. Coaching, organized as CCL, holds out the promise of achieving this goal by fundamentally reforming teaching as a culture as well as a skilled practice.
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- Information
- Handbook of Implementation Science for Psychology in Education , pp. 373 - 391Publisher: Cambridge University PressPrint publication year: 2012