This study builds on an initial coaching study that found a strong focus on logistics and a lack of depth in coach-teacher talk during modeling and coteaching cycles in one midsize urban school district. The current study explores how administrative policies and expectations may have shaped these coach-teacher interactions. Data sources include 27 interviews with 3 administrators, 2 coaches, and 5 teachers, as well as observations of 15 planning and reflection meetings and 23 lessons. Results indicate that the following 3 policies and expectations shaped coach-teacher interactions: (1) competing demands made by administrators, (2) the “Teacher’s Choice” coaching structure, and (3) a new evaluation system for coaches and teachers. Implications for further research and school districts are discussed.

中文翻译：

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行政政策和期望对教练-教师互动的影响

本研究建立在一项初步教练研究的基础上，该研究发现在一个中型城市学区的建模和联合教学周期中，教练与教师之间的谈话非常注重后勤，缺乏深度。当前的研究探讨了行政政策和期望可能如何影响这些教练-教师互动。数据来源包括对 3 位管理员、2 位教练和 5 位教师的 27 次访谈，以及对 15 次规划和反思会议和 23 节课的观察。结果表明，以下 3 项政策和期望塑造了教练与教师的互动：（1）管理者提出的竞争要求，（2）“教师选择”的教练结构，以及（3）教练和教师的新评估系统。讨论了对进一步研究和学区的影响。