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Topic 1: The Impact of Instructional Coaching on Teacher Practice

Teachers play a huge role in student success, but many don’t always get the support they need to grow their teaching skills. Research on instructional coaching looks at how coaches can help teachers improve their instruction and make a bigger impact in the classroom.

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Topic 2: The Role of Instructional Coaching in Supporting the Implementation of New Curriculums

Schools often bring in new curriculums, but it can be hard for teachers to use them effectively. In my district, we are facing this challenge right now. Research can help show how instructional coaches can guide teachers to bring new curriculum plans to life in their classrooms.

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Topic 3: The Role of Instructional Coaches in Building Collaborative Teacher Communities

Teachers do better when they work together and share ideas, but not all schools have strong teacher teams or support systems. Research shows instructional coaches can help build those connections, making it easier for teachers to work together and improve their practice.

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Article 1

Link:

https://www.instructionalcoaching.com/wp-content/uploads/2024/08/663ac0ee5bdd1b1979b5c6bb_Studying-the-Impact-of-Instructional-Coaching-4.0-2.pdf

APA Citation:

Cornett, J., & Knight, J. (2019, May 10). Studying the impact of instructional coaching: Updated insights from research 4.0. Instructional Coaching Group. https://www.instructionalcoaching.com/wp-content/uploads/2024/08/663ac0ee5bdd1b1979b5c6bb_Studying-the-Impact-of-Instructional-Coaching-4.0-2.pdf

Summary:

Knight & Cornett (2019) conducted an experimental study to evaluate whether instructional coaching enhances teachers’ implementation of a new teaching routine (the Unit Organizer) compared to a workshop‑only professional development model. The study involved 50 secondary teachers from six middle and two high schools in an urban Midwestern district, who attended an after-school workshop and were then randomly assigned either to receive ongoing coaching or not. The research method was a mixed-methods experimental design featuring daily classroom observations (551 class periods) and follow-up semi-structured interviews 8–12 weeks post-intervention. Results showed that coached teachers used the routine more often, at higher quality, and sustained its use longer after coaching ended

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Article 1

Link:

https://www.brookings.edu/articles/instructional-coaching-holds-promise-as-a-method-to-improve-teachers-impact/

APA Citation:

Quintero, D. (2019, January 25). Instructional coaching holds promise as a method to improve teachers' impact. Brookings. https://www.brookings.edu/articles/instructional-coaching-holds-promise-as-a-method-to-improve-teachers-impact/

Summary:

Quintero (2019) provides a policy-focused article that summarizes existing research on instructional coaching as a way to improve teacher effectiveness and student outcomes. The purpose of the article is to evaluate the potential of coaching compared to traditional professional development approaches. This article is not based on a new empirical study with participants; instead, it reviews findings from prior research, including large-scale meta-analyses and qualitative case studies. The research method is a literature review that draws on previously published studies to explore how coaching can enhance teaching quality, increase student engagement, reduce racial discipline gaps, and how technology like video-based coaching could expand access in schools.

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Instructional coaching holds promise as a method to improve teachers' impact | Brookings

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Helping teachers become more effective in the classroom has been a priority for the past decade, and evidence shows instructional coaching can play an important role in this effort.

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Article 2

Link:

https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_3.pdf

APA Citation:

Booker, L. N., & Russell, J. L. (2022, January). Design principles for improving practice with instructional coaching (EdResearch for Recovery Design Principles Series). Annenberg Institute for School Reform at Brown University. https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_3.pdf

Summary:

Booker and Russell (2022) provide a research-based report that outlines effective design principles for instructional coaching programs aimed at improving teaching practice and student learning. The purpose of the report is to help education leaders develop coaching programs that are personalized, ongoing, and aligned with instructional goals. This is not a new empirical study with participants; instead, the authors conduct a literature review and program evaluation, summarizing findings from prior research, including meta-analyses, randomized trials, and case studies of coaching programs. Their review highlights the importance of strong coach-teacher relationships, content-specific support, and scalable, sustainable models, especially in schools recovering from pandemic-related challenges.

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Article 3

Link: https://doi.org/10.1177/21582440221116103

APA Citation:

Elfarargy, H., Irby, B. J., Singer, E. A., Lara‑Alecio, R., Tong, F., & Pugliese, E. (2022). Teachers’ perceptions of instructional coaches’ practices in professional learning communities. SAGE Open, 12(3). https://doi.org/10.1177/21582440221116103

Summary:

Elfarargy et al. (2022) conducted a mixed-methods study to explore teachers' perceptions of instructional coaches working within professional learning communities (PLCs). The study included surveys and interviews with teachers from multiple schools to understand how coaching influences collaboration and teaching practices. The findings showed that most teachers believe instructional coaches help improve instructional quality and foster teamwork among staff. However, the study also revealed that effective coaching depends on building trust, providing clear communication, and ensuring the coach’s role is well defined within the school.

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Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities - Hamada Elfarargy, Beverly J. Irby, Erin A. Singer, Rafael Lara-Alecio, Fuhui Tong, Elisabeth Pugliese, 2022

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In this study, we investigated Texas teachers’ perceptions of instructional coaches’ (ICs) practices that improve professional learning communities (PLCs) to en…

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Article 2

Link:

https://my.chartered.college/impact_article/how-can-instructional-coaching-move-our-curriculum-from-paper-to-practice/

APA Citation:

Hill, C., & Goodrich, J. (2024, February 26). How can instructional coaching move our curriculum from paper to practice? Chartered College of Teaching. https://my.chartered.college/impact_article/how-can-instructional-coaching-move-our-curriculum-from-paper-to-practice/

Summary:

Hill and Goodrich (2024) wrote a conceptual article focused on how instructional coaching can help teachers turn curriculum plans into effective classroom practice. The purpose of the article is to explain how coaching bridges the gap between curriculum design and daily teaching by providing targeted support in areas like modeling, rehearsal, and feedback. This is not a new research study with participants; instead, the authors draw on existing research, practical school examples, and professional experiences to support their ideas. The research method is a literature review combined with real-world examples to illustrate how coaching builds teacher confidence and improves the implementation of curriculum in the classroom.

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How can instructional coaching move our curriculum from paper to practice? : My College

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CLAIRE HILL, FORMER TRUST DIRECTOR OF IMPROVEMENT, STRATEGIC DIRECTOR, STEPLAB, UK JOSHUA GOODRICH, FORMER TRUST PD LEAD, CEO, STEPLAB, UK Have we lost sight of the classroom in our focus on curriculum? In recent years, there’s been a welcome focus on the importance of curriculum and a wealth of knowledge shared around curriculum theory. Yet […]

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Article 3

Link:

https://www.aasa.org/docs/default-source/publications/journal-of-scholarship-and-practice/2023-fall-issue/designing-instructional-coaching-suggestions.pdf

APA Citation:

Woulfin, S. L., DeSimone, M., & Stornaiuolo, A. (2023). Designing instructional coaching: Suggestions for supporting teachers’ professional learning for the 21st century. AASA Journal of Scholarship and Practice, 20(3), 6–22. https://www.aasa.org/docs/default-source/publications/journal-of-scholarship-and-practice/2023-fall-issue/designing-instructional-coaching-suggestions.pdf

Summary:

Woulfin, DeSimone, and Stornaiuolo (2023) present an evidence-based practice article aimed at guiding district and school leaders in designing more effective instructional coaching programs. Drawing on findings from multiple research studies, including the seven-year IES Center on Standards, Alignment, Instruction, and Learning (C‑SAIL) project across five states (Ohio, California, Massachusetts, Texas, Pennsylvania), and qualitative investigations of coaching initiatives, they identify 3 key design features: (1) building robust district infrastructure (clear roles, time, funding), (2) aligning coaching with instructional priorities, curriculum, and standards, and (3) ensuring coaches possess strong local content and pedagogical knowledge . While the article is not based on a new empirical study with fresh participants, its “participants” are conceptualized as district leaders, coaches, and educators embedded across those multiple contexts. The “research method” is a synthesis of prior mixed-methods research, including qualitative case studies and large-scale multistate projects, framed to generate actionable recommendations for leadership teams implementing instructional coaching .

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Article 1

Link:

https://allthingsplc.info/giving-all-teachers-the-coach-they-deserve/

APA Citation:

Marrillia, M. (2019, June 12). Giving all teachers the coach they deserve. AllThingsPLC. https://allthingsplc.info/giving-all-teachers-the-coach-they-deserve/

Summary:

Marrillia (2019) presents a professional article advocating for all teachers to have access to instructional coaching as a means to support continuous improvement and professional growth. The purpose of the article is to demonstrate how coaching, when paired with constructive feedback, self-reflection, and collaboration, can enhance teaching practice across all experience levels. This is not an empirical study, so there were no research participants involved. The research method is based on the author's professional reflection and practical school-based examples drawn from coaching experiences.

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Giving All Teachers the Coach They Deserve – AllThingsPLC

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Meeting the needs of every teacher can be a daunting task for even the most experienced instructional coach. While supporting new teachers is the gateway to establishing a rich and healthy school climate, elevating master teachers is essential to sustaining the culture of a strong and vibrant learning environment. During a time of high-stakes accountability and teacher shortages, it is more important than ever to have structures in place that assist and value the work of every teacher. So, how does a principal ensure that all teachers get the coach they deserve?

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Article 2

Link:

https://theeducationhub.org.nz/practices-of-effective-professional-learning-communities/

APA Citation:

The Education Hub. (2021, March 3). Practices of effective professional learning communities. The Education Hub. https://theeducationhub.org.nz/practices-of-effective-professional-learning-communities/

Summary:

The Education Hub (2021) provides a conceptual overview of Professional Learning Communities (PLCs), explaining how they foster collaborative teacher learning to improve student outcomes. The purpose of the article is to describe PLC practices that are effective in supporting curriculum-aligned teaching through trust, shared goals, inquiry, and reflection. There are no direct participants in a research sense; rather, the “participants” are the teachers and school leaders represented in the research literature and examples cited. The research method is a structured literature review and synthesis, drawing on global studies and educational theory to highlight practices—such as effective facilitation, clear routines, and instructional coaching support—that help PLCs function successfully.

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Professional learning communities (PLCs) are groups of teachers working together in a collaborative way to inquire into their teaching practice in order to develop it in ways that improve outcomes for students. Research into effective PLCs demonstrates the foundational importance of having a shared vision and values, and a culture based on trust, collaboration, collective responsibility and an inquiry mindset. In addition, there are a number of practices to consider when setting up and working in PLCs to ensure that they lead to teacher learning and improved student outcomes.
Establishing PLC membership and focus

One of the first considerations is who will be part of the PLC. PLCs can vary greatly in terms of their members and the focus of the work. The members of a PLC may decide the focus, or the focus may determine the membership: for example, teachers from within a single department may wish to focus on key knowledge or skills associated with their discipline, or teachers from across the school make choose to work together to improve school-wide literacy. Factors to consider in terms of PLC membership can include how many teachers will be involved, whether or not membership will be mandatory or voluntary, or whether members will be from within the school or involve teachers from a number of schools.

A focus on raising student achievement is a key purpose of PLCs and is important for effective sustainable PLCs. When deciding on a specific focus for a PLC, consider whether to look at a specific subject, such as student achievement on mathematics assessments, or to adopt a general cross-disciplinary focus of improvement, such as literacy or giving effective feedback. It is important for leaders to ensure there is a clear focus, as high functioning PLCs depend on the clear communication of expectations from school leaders[i]. A focus on assessment and student learning has also been found to increase teacher learning. However, a topic area or goal alone may be insufficient to drive effective PLC work because, without a clearly articulated problem of practice, the development of teachers' learning practice may be limited. It is worthwhile collaborating to identify problems of practice[ii] and setting aside time for this in the initial stages.

Implementing clear structures and processes

Once a focus has been identified, the day to day (or session by session) routines need to be established. There are a number of routines that school leaders can implement to enable effective PLCs. Firstly, it is important to allocate time and space for PLCs. This should be done in a way that meets the diverse needs of staff, which can include timetabling so that members of a team share the same non-contact time and teach in close proximity to each other. Ensuring that time is made available during school hours also serves to reinforce the importance of PLC work. Leaders can also provide professional development about PLCs and collaboration, as it is important for schools and teachers to spend time learning about how effective PLCs operate and how to collaborate[iii]. This training may need to be ongoing.

In high-functioning PLCs, leaders communicate clear expectations for the work that occurs during meetings[iv], as teachers' experiences of PLCs can be negative when meetings do not have a clear focus or purpose. For example, when school leaders use PLC time for information sharing rather than the intended focus of improving student outcomes in a specific subject, teachers may feel that the meeting lacks value. Therefore, as well as an overarching aim, a process and a focus for each meeting can help to drive effective PLC processes.

Administrative tasks within a PLC such as setting times for tasks, monitoring progress, answering questions and providing technical support have been identified as important in well-functioning PLCs, so it is important to create and maintain routines for managing the PLC. Some schools use a very clear structure to maintain the focus in PLC meetings, such as three guiding questions and a routine of public question and answer. However, striking a balance between a set structure and teacher autonomy may lead to better results and a greater sharing of ideas and collaboration. Lesson study, where teachers are involved in a collaborative problem finding process as they conduct a systematic inquiry into their pedagogical practices, provides a process with embedded teacher autonomy. Lesson study has been shown to lead to an increased focus on students' thinking (rather than a focus on teaching) and increased teacher pedagogical content knowledge.

Promoting effective facilitation

The success of any of the structures or processes outlined above depends on effective facilitation. Teachers' experiences and learning in a PLC can be greatly affected by the competency of their facilitators. The first consideration is deciding whether an internal or external facilitator will facilitate the PLC. Often the facilitator is appointed from within the school, and PLCs in high achieving schools have been found to leverage teacher leadership by appointing expert teachers from within their school to lead the PLC. Studies of schools with access to instructional coaches show that this led to a rapid gain in teacher knowledge and skills, due not only to the expertise of the coaches but also to the existing relationships they had built with staff.

Expert facilitators together with good collaboration lead to the most change in instructional practice. Some of the actions of effective facilitators include:

Creating a safe environment where teachers can freely exchange ideas, ask questions and raise concerns

Encouraging participation and critical thinking by using non-judgmental responses and open-ended questions[v]

Knowing the group members, considering what motivates them, and probing their existing views and beliefs

Supporting teachers through mentoring, observations and feedback[vi], which have been identified as three effective strategies in enhancing teacher professional learning

Supporting collaboration and dialogue

High-functioning PLCs have a culture of collaboration. PLCs may move through a series of stages as they progress from compliance, consultation and cooperation towards genuine collaboration. In the early stages, a PLC may focus more on student learning and engaging in projects. As they progress and develop, teachers may come to focus increasingly on building relationships within the PLC, promoting teacher and team learning, developing a shared vision and values, and purposefully trying to strengthen the team. Professional collaboration involves working towards collective understanding and constructively working on areas of disagreement.

Effective collaboration also relies on discussions of differing ideas and perspectives. While this may lead to conflict, it is important to note that some conflict is healthy as a diversity of thought can help with problem solving, and lead to new learning and innovation[vii]. Problems can arise if conflict moves into personal attacks or personality clashes which lead to an erosion of trust, or if conflict is suppressed, leading to the illusion of agreement. To promote effective collaboration in PLCs:

Develop a shared language that spans departments, subjects and year groups.

Focus on a problem of practice to ensure learning. Be aware of the tendency of PLC participants to avoid critical conversations and conflict in favor of being polite and sharing information.

Ensure conversations remain focused on matters of pedagogy and curriculum rather than becoming sidetracked by topics like student behaviour and discipline.

Encourage and support all members to participate

Be aware of the potential for problematic interpersonal relationships and even aggressive behaviour, which has been reported as one of the toughest challenges in working with peers. Reflect on what may be causing problematic or aggressive behaviour which may, at least in part, be a response to teachers being forced to participate in the PLC or experiencing a lack of support[viii].

Encourage multiple perspectives and allow dissensus to occur in the form of disagreement and critique that acknowledges the tensions inherent in education and embraces problem solving for professional development[ix]. Even if teachers do not reach consensus, dissensus allows for engagement with alternate ideas and can lead to learning and growth.

Use reflective dialogue, which is significantly associated with changes to teacher practice. Teachers may need to be supported with reflecting on their work and giving feedback.

Using evidence to inform the work of the PLC

The use of evidence is essential to the work of PLCs. Evidence can encompass data collected from classrooms, student achievement data, and a range of resources such as colleagues, readings and videos. Different resources have been found to impact different aspects of teacher learning [x]. Student learning data, such as assessment results, student work and behavioral data, can help to change teachers' practice, and data-driven systems are associated with increased student achievement. Surprisingly, there are cases where teachers in well-established PLCs who value improving instruction do not use student achievement data[xi]. In order to effectively use data in PLCs, it is beneficial to:

Link data to instruction and use data for more than surface level changes in instruction, taking care that PLC time does not focus solely on data reporting at the expense of collaboration.

Support the development of data literacy, providing training on how to use data to evaluate instruction and connect data to instructional decisions. Also promote teacher agency in data use.

Use data for analysis, such as evaluating student learning, monitoring progress toward PLC goals, or evaluating the pace of lessons, and informing action, such as discussing interventions for students, making decisions about instruction, or setting curricular priorities.

Gather data from classroom observation and feedback, which teachers rate as one of the most effective strategies to support their professional learning[xii].

Focus on student learning rather than teacher performance and use student work as a discussion point in PLCs, which can shift teacher talk away from their own instruction and the sharing of fun activities to a focus on what students are thinking and learning[xiii]. It may also be useful to develop and use common assessment tasks to support conversations about student achievement.

Monitoring the effectiveness of the PLC

In addition to measuring student achievement, other methods can be used to assess the effectiveness of PLCs, although these are often reliant on teachers' perceptions of their own learning[xiv]. When monitoring the effectiveness of PLCs, schools can:

Focus on evaluating the impact on student learning rather than checking to see if mandated practices have been implemented.

Use qualitative measures of progress and impact rather than a quantitative 'tick box' approach[xv].

Be aware that experienced teachers do not perceive as much learning as their less experienced colleagues, although they may benefit from the opportunity to share their knowledge with others.

Keep a note of attendance and participation, as there is a correlation between attendance, levels of participation, and teacher learning[xvi]

Recommended further reading
DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd edition). Harker Brownlow Education.

Miller, A. (2020). Creating effective professional learning communities. Edutopia.
Endnotes
[ii] Little, J. W., & Horn, I. S. (2007). 'Normalizing' problems of practice: Converting routine conversation into a resource for learning in professional communities. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas. Open University Press.

By Rachel Cann

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Practices of effective professional learning communities - THE EDUCATION HUB

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Professional learning communities (PLCs) are groups of teachers working together in a collaborative way to inquire into their teaching practice in order to develop it in ways that improve outcomes for students. Research into effective PLCs demonstrates the foundational importance of having a shared vision and values, and a culture based on trust, collaboration, collective responsibility and an inquiry mindset.

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Article 3

Link:

https://files.eric.ed.gov/fulltext/EJ1399295.pdf

APA Citation:

Weddle, H., Lockton, M., & Datnow, A. (2023, November 23). Fostering, tailoring, negotiating: The complexities of collaborative coaching in schools under pressure to improve. Educational Researcher, 52(8), 482–490. https://files.eric.ed.gov/fulltext/EJ1399295.pdf

Summary:

Weddle, Lockton, and Datnow (2023) explore how instructional coaches foster teacher collaboration in urban middle schools facing accountability pressures to improve math instruction. The purpose of the study is to identify coaching strategies that support collective teacher learning and improve instructional practice under challenging conditions. The study involves 38–40 math teachers plus four principals and one coach across four racially and socioeconomically diverse middle schools, with data collected over four years (2015–2019). The research method is a longitudinal qualitative case study, including 165 semi-structured interviews, observations of 185 team meetings and 15 workshops, and detailed field notes. Findings show that effective coaches build trust, tailor support to individual and group needs, promote shared dialogue on student thinking, and mediate accountability demands, though they also navigate tensions due to content misunderstandings and pressure to meet test performance.