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.

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.

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.

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

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.

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 .

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.

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.

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.

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.

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.

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.