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This qualitative case study investigates how the principal of one New Jersey public high school supported and enabled instructional coaches. Evidence from interviews, observations, and document data shows three enabling mechanisms: clearly defining coaching roles and responsibilities, providing sufficient meeting time for teachers and coaches during school hours, and cultivating trust among administrators, coaches, and teachers. Implications for policy and practice are discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-school-principals-enable-instructional-coaches-evidence-from-new-jersey/601927/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-school-principals-enable-instructional-coaches-evidence-from-new-jersey/601927.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of this case study?","Question",{"text":112,"@type":113},"The study examines how the principal of a New Jersey public high school enabled instructional coaches to do their work with teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the principal enable instructional coaches through role clarity?",{"text":117,"@type":113},"The principal enabled coaches by clearly defining the roles, purposes, and responsibilities of everyone involved in the coaching program.",{"name":119,"@type":110,"acceptedAnswer":120},"What contextual program in New Jersey supports instructional coaching?",{"text":121,"@type":113},"New Jersey’s Achievement Coaches Program (ACP) uses highly effective teachers’ expertise to support novice and struggling teachers, and it was later expanded to include additional leadership roles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601927,1792190906,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","How School Principals Enable Instructional Coaches:  \nEvidence from New Jersey  \nDavid B. Reid  \nSeton Hall University  \nIn recent years, schools across the United States (U.S.) have allocated large amounts of state and federal level money towards instructional coaching with the hope that instructional coaching will lead to teacher improvement and ultimately increased student learning. This qualitative case study examined how the principal at one New Jersey public high school supported and enabled the work of the school’s instructional coaches. An analysis of interview, observation, and document data reveal the principal enabled instructional coaches in three ways. First, the principal at this school enabled the instructional coaches by clearly defining the roles, purposes, and responsibilities of everyone involved in the instructional coaching program. Second, the principal enabled the school’s instructional coaches by providing teachers and coaches adequate time to meet, typically, although not exclusively, during school hours. Finally, the principal enabled the instructional coaches by working with the coaches to develop trust between the administration, coaches, and the teachers with whom the coaches worked. Implications for policy and practice are discussed.  \nKeywords: school leaders, principals, instructional coaching, teacher development  \nICPEL Education Leadership Review, Vol. 20, No. 1– November, 2019 ISSN: 1532-0723 © 2019 International Council of Professors of Educational Leadership  \nIn recent years, schools across the United States (U.S.) have allocated large amounts of state and federal level money towards instructional coaching. Policymakers and practitioners alike believe instructional coaching has the potential to lead to improvements in teacher instruction, policy and reform implementation efforts, and increased student learning (Mangin & Dunsmore, 2015; New Jersey Department of Education, 2017; Woulfin & Rigby, 2017) . Research examining the impacts of instructional coaching supports these beliefs showing instructional coaching supports teacher development and has the potential to lead to increased student learning (Camburn, 2010; Kraft, Blazer & Hogan, 2018) . However, despite these optimistic beliefs and promising research findings, little research exists that examines the tasks in which instructional coaches engage and how instructional coaches are enabled to go about their daily work. The research that does exist suggests instructional coaches’ roles are seldom defined and vary greatly (Mangin & Dunsmore, 2015; Woulfin & Rigby, 2017; Woulfin, 2018) . For example, district and school leaders often use instructional coaches as data analysts, behavior specialists or as support for school leadership (Mangin & Dunsmore, 2015) . Each of these activities may be beneficial for schools, but are tangential to the primary goals of instructional coaching – supporting teacher instruction (Mangin & Dunsmore, 2015; Woulfin & Rigby, 2017; Woulfin, 2018) .  \nWhat instructional coaches do and who enables to them to do it is important to understand for several reasons. First, if given opportunities to engage with teachers, instructional coaches can support teachers in learning new curriculum and instructional strategies, ultimately leading to teacher instructional improvement and increased student learning (Bean, 2004; Spillane, Reiser, Reimer, 2002; Kraft et al., 2018) . Second, instructional coaches can help teachers bridge the gap between theory and practice and policy implementation (Woulfin & Rigby, 2017) . Instructional coaches are uniquely positioned to support teacher development and student learning, but must be enabled to engage in this work. Therefore, I argue how instructional coaches are enabled to undertake their work is imperative to better understanding the true impact instructional coaches have in schools.  \nOne factor that directly influences the daily work of instructional coaches is the school princip","cbCaifCdpwPwrpNv","https://ap.wps.com/l/cbCaifCdpwPwrpNv","pdf",208138,14,"English","# Research Background\n## Instructional Coaching Impacts and Research Gaps\n# Enabling Mechanisms of Instructional Coaching\n## Clarifying Roles, Purposes, and Responsibilities\n## Providing Adequate Time for Coaching\n## Building Trust Among Administrators, Coaches, and Teachers\n# Study Context: New Jersey Achievement Coaches Program\n## ACP Goals and Participation\n## Expansion under ESSA","[{\"question\":\"What is the main focus of this case study?\",\"answer\":\"The study examines how the principal of a New Jersey public high school enabled instructional coaches to do their work with teachers.\"},{\"question\":\"How did the principal enable instructional coaches through role clarity?\",\"answer\":\"The principal enabled coaches by clearly defining the roles, purposes, and responsibilities of everyone involved in the coaching program.\"},{\"question\":\"What contextual program in New Jersey supports instructional coaching?\",\"answer\":\"New Jersey’s Achievement Coaches Program (ACP) uses highly effective teachers’ expertise to support novice and struggling teachers, and it was later expanded to include additional leadership roles.\"}]","How School Principals Enable Instructional Coaches - Evidence from New Jersey | PDF",1792093710,35]