Coaching without a context bars schools and districts from experiencing their full potential for instructional improvement. Successful coaching initiatives clearly articulate the roles and expectations of coaching, the expertise coaches need, how coaching relates to the overall shared vision of a school or district, and the fact that professional inquiry is valued and generative across all job levels....
* What new teachers want in their induction programs is "experienced colleagues who will take their daily dilemmas seriously, watch them teach and provide feedback, help them teach and provide feedback, help them develop instructional strategies, model skilled teaching, and share insights about students' work" (Johnson & Kardos 2002).