Promoting faculty collaboration to support school-university partnerships and increase coaching self-efficacy

Purpose This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al. , 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy. Design/methodology/approach The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships. Findings The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al. , 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy. Originality/value This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.