We are all familiar with the study by Joyce and Showers that represents the value of coaching in regard to educator learning and application of skills.


The concept of coaching has developed, in part, because traditional professional development has been criticized for offering workshop-type sessions with little or no follow-up support (Darling-Hammond & McLaughlin, 1995; Novick, 1996). Garet and colleagues (2001) identified aspects of professional learning that correlate with changes in teachers’ knowledge and practices inclusive of ongoing training at the school site and integration into the daily work of teachers supported by feedback and reflection.

Coaching fosters a culture of trust and collective efficacy.  Perhaps because coaching has been so widely embraced, many different models of this form of PD now exist and coaches fulfill a wide range or responsibilities  and provide support in all academic areas as well as supporting teachers with classroom engagement and management. The goals of coaching include: Improving teaching practice, with a particular emphasis on increasing the use of practices shown to be highly effective, including evidence-based practices (Knight, 2009; Kretlow & Bartholomew, 2010; Neufeld & Roper, 2003; Snyder et al., 2015), and improving learner academic and behavioral outcomes through improved teaching practices (Bean, Knaub, & Swan, 2000; Joyce & Showers, 2002; Kretlow & Bartholomew, 2010; Snyder et al., 2015).  The chart below identifies 3 different types of coaching

This resource from  The Art of Coaching by  Elena Aguilar provides a number of resources for coaches and a model for leadership in coaching.

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