Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office
By Paul Cobb, Kara Jackson, Erin Henrick, and Thomas M. Smith (Harvard Education Press, 2020)
As a former instructional coach and administrator, I always grappled with the most effective and efficient ways to foster large-scale, systemic change in schools and school districts. Sure, in my coaching position, I might engage in one-on-one coaching cycles with teachers or provide professional development for groups of teachers across one grade level, a grade-level band, or an entire school. But I knew that, as a coach, I was only one piece of a larger, interconnected puzzle, and all the different puzzle pieces needed to work in concert to support sustained school improvement.
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