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Abstract
In a recent qualitative coaching study of a single district, Evthokia Stephanie Saclarides and Sarah Theule Lubienski observed tensions within a coaching structure in which teachers had to be the ones to initiate professional development with a coach. Specifically, the Teacher’s Choice structure heightened coaches’ difficulties gaining access to teachers’ classrooms, which led the coaches to position themselves as trustworthy peers and avoid difficult conversations. The authors recommend that districts adopt a blended approach where teachers set their own learning agendas but coaches can also initiate professional development with teachers.
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