Might instructional coaching be particularly helpful in supporting teachers to create an effective learning environment?
Written by: Kyle Bailey and Matt Dunne
8 min read
Kyle Bailey, Head of Programmes and Partnerships, Ark Teaching School Hub, UK
Matt Dunne, Director of Teaching School Hub, Ark Teaching School Hub, UK
At both Ark and the Ark Teaching School Hub, coaching is at the heart of the work we do. We believe that it can have a transformational impact on our leaders, teachers and students. As a network, we train hundreds of teachers each year in instructional coaching.
We are aware that coaching can come in many forms. We agree with Sims et al. (2021) that it is important to focus not just on the ‘forms’ (a set of characteristics – typical, identifying features; Sims et al., 2021) but also the mechanisms (‘entities and activities organized in such a way that they are responsible for the phenomenon’; Illari and Williamson, 2012, p. 14) that sit behind coaching. Sims et al. (2021) define coaching as:
Goal setting: Coaches and/or coachees identify specific, focused areas of improvement for coachees
Feedback: Coaches pr
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.
- Allen JP, Pianta RC, Gregory A et al. (2011) An interaction-based approach to enhancing secondary school instruction and student achievement. Science 333(6045): 1034–1037.
- Bambrick-Santoyo P (2016) Get Better Faster: A 90-Day Plan for Coaching New Teachers. Hoboken, NJ: John Wiley & Sons.
- Cohen J, Hutt E, Berlin R et al. (2020a) The change we cannot see: Instructional quality and classroom observation in the era of common core. Educational Policy. DOI: 10.1177/0895904820951114.
- Cohen J, Krishnamachari A and Wong VC (2021) Experimental evidence on the robustness of coaching supports in teacher education. EdWorkingPaper No. 21-468. Available at: www.edworkingpapers.com/sites/default/files/ai21-468.pdf (accessed 25 March 2022).
- Cohen J, Ruzek E and Sandilos L (2018) Does teaching quality cross subjects? Exploring consistency in elementary teacher practice across subjects. AERA Open 4(3): 2332858418794492.
- Cohen J, Wong V, Krishnamachari A et al. (2020b) Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis 42(2): 208–231.
- Deans for Impact (2016) Practice with purpose: The emerging science of teacher expertise Available at: https://deansforimpact.org/wp-content/uploads/2016/12/Practice-with-Purpose_FOR-PRINT_113016.pdf (accessed 25 March 2022).
- Fabiano GA, Reddy LA and Dudek CM (2018) Teacher coaching supported by formative assessment for improving classroom practices. School Psychology Quarterly 33(2): 293.
- Gitomer D, Bell C, Qi Y et al. (2014) The instructional challenge in improving teaching quality: Lessons from a classroom observation protocol. Teachers College Record 116(6): 1–32.
- Grossman P, Loeb S, Cohen J et al. (2013) Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores. American Journal of Education 119(3): 445–470.
- Hill HC, Charalambous CY and Kraft MA (2012) When rater reliability is not enough: Teacher observation systems and a case for the generalizability study. Educational Researcher 41(2): 56–64.
- Illari PM and Williamson J (2012) What is a mechanism? Thinking about mechanisms across the sciences. European Journal for Philosophy of Science 2(1): 119–135.
- Macnamara BN, Moreau D and Hambrick DZ (2016) The relationship between deliberate practice and performance in sports: A meta-analysis. Perspectives on Psychological Science 11(3): 333–350.
- Newton XA (2010) Developing indicators of classroom practice to evaluate the impact of district mathematics reform initiative: A generalizability analysis. Studies in Educational Evaluation 36(1-2): 1–13.
- Praetorius AK, Pauli C, Reusser K et al. (2014) One lesson is all you need? Stability of instructional quality across lessons. Learning and Instruction 31: 2–12.
- Reddy LA, Shernoff E and Lekwa A (2021) A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes. Journal of School Psychology 86: 151–168.
- Sims S, Fletcher-Wood H, O’Mara-Eves A et al. (2021) What are the characteristics of teacher professional development that increase pupil achievement? A systematic review and meta-analysis. Education Endowment Foundation. Available at: https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/teacherprofessional-development-characteristics (accessed 25 March 2022).
Subscribe
Please login to comment
0 Comments
Oldest
