Curriculum and Coaching: Maximizing our Investments in Teaching
| Author(s) | Walpole, Sharon | |
| Date Accessioned | 2022-01-19T21:04:41Z | |
| Date Available | 2022-01-19T21:04:41Z | |
| Publication Date | 2021-09-14 | |
| Description | This article was originally published in The Reading Teacher. The version of record is available at: https://doi.org/10.1002/trtr.2047 | en_US |
| Abstract | This article advocates for investments in curriculum and in coaching to support the work of teachers. It recommends coherent systems of professional learning to include active work with curriculum before it is used and support from coaches during use. To facilitate this work, the author provides a theory of change to move from curriculum and coaching to achievement, and a rubric for schools to use to document a set of enabling conditions and school-level norms that would facilitate the work of coaches. | en_US |
| Citation | Walpole, S. (2021). Curriculum and Coaching: Maximizing our Investments in Teaching. The Reading Teacher, 75( 2), 189– 196. https://doi.org/10.1002/trtr.2047 | en_US |
| ISSN | 1936-2714 | |
| URL | https://udspace.udel.edu/handle/19716/30047 | |
| Language | en_US | en_US |
| Publisher | The Reading Teacher | en_US |
| Title | Curriculum and Coaching: Maximizing our Investments in Teaching | en_US |
| Type | Article | en_US |