TLC 803 GCU District or State Initiated Coaching Discussion Response

Description

reply to peer post below by furthering discussion:

District- or state-initiated coaching and mentoring programs have the potential to change individual school culture if implemented effectively. There are several reasons why such programs can lead to positive changes in school culture. First, coaching and mentoring programs can provide professional development opportunities for teachers and staff. By facilitating ongoing learning, these programs contribute to building a culture of continuous improvement (Kraft, Blazar, & Hogan, 2018). Teachers who engage in professional development tend to exhibit greater self-confidence and efficacy in their teaching practices. This growth in self-efficacy can lead to a more positive environment where educators feel supported in their work (Fulton & Britton, 2011). Secondly, such programs can also encourage the dissemination of best practices that have been proven effective at other schools. This sharing of information can foster collaboration among educators within the school community, which could lead to improved teaching practices overall and enhance the overall school culture (Aguilar, 2013). However, the success of district- or state-initiated coaching and mentoring programs in changing individual school cultures largely depend on the quality of implementation. Factors such as administrative support, funding, communication, and teacher buy-in are crucial to the success of these initiatives (Johnson & Ridley, 2018).

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