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ERIC Number: EJ1191096
Record Type: Journal
Publication Date: 2018
Pages: 7
Abstractor: ERIC
ISSN: ISSN-1539-9664
Taking Teacher Coaching to Scale: Can Personalized Training Become Standard Practice?
Kraft, Matthew A.; Blazar, David
Education Next, v18 n4 p68-74 Fall 2018
Traditional efforts to increase teacher quality through professional development (PD) have been largely ineffective. A growing body of research on teacher coaching provides strong evidence of its effectiveness as a PD tool, although it also raises difficult questions about whether and how to implement coaching programs at scale. Key considerations for scaling up include: (1) Finding expert coaches able to deliver PD services; (2) Dealing with financial constraints due to the large personnel costs of hiring coaches to meet with teachers on a regular basis; (3) Thinking critically about how to implement organizational structures and systems that provide scaffolded supports to individual coaches without restricting their judgment and flexibility; and (4) Creating a culture of trust andrespect among administrators and staff in order to ease teachers' concerns and increase their willingness to actively engage.
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A