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ERIC Number: EJ1228113
Record Type: Journal
Publication Date: 2019-Oct
Pages: 51
Abstractor: As Provided
ISSN: ISSN-0002-8312
Relationships between Instructional Coaches' Time Use and District- and School-Level Policies and Expectations
Kane, Britnie Delinger; Rosenquist, Brooks
American Educational Research Journal, v56 n5 p1718-1768 Oct 2019
Whole-school reform models frequently include instructional coaching, yet instructional coaches typically spend relatively little time working with teachers on instruction. Using survey and interview data from district leaders, school administrators, and instructional coaches in one urban school district, this mixed-methods analysis asks how district- and school-level policies and expectations were related to coaches' time use. Coaches accountable to district leaders spent more time working with teachers on instruction than their school-hired counterparts, who devoted more time to administrative and teaching duties. However, all coaches had limited opportunities to work with teachers in ongoing ways. Also, as district accountability systems became more robust, all coaches engaged in more administrative work. Implications for school and district policy are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0830029; DRL1119122