Abstract
This chapter will examine the influence of instructional coaching on teacher quality and professional learning. In an age of accountability, instructional coaching has provided school districts the opportunity to develop contextualized and individualized professional learning for teachers. The author will explore the role of the instructional coach and the relational qualities that influence teacher and student outcomes in light of COVID-19 and pandemic-related effects on teacher professional learning. The final section will offer considerations for districts looking to engage with digital modalities of instructional coaching to provide more equitable support for all teachers.
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