Obligatory coaching in the context of the model project “Talent Schools”: a means for educational equity and improvement of achievement outcomes?

What is it about?

In the present study, we assessed how school improvement consultants, as part of a six-year model project conducted in North Rhine-Westphalia, Germany, were perceived by school leaders and how they defined their role(s), tasks, and working methods as external consultants. By examining in what ways school improvement consultants see themselves as “change agents," actively encouraging schools to enhance student learning and equity in education, we wish to strengthen our understanding of coaching in improvement activities among schools serving disadvantaged communities in Germany.

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