https://padlet.com/iotts44/mry4ztvt04zb Popular, Practitioner, and Peer-Reviewed Research en-us 2017-12-10 00:58:18 UTC 2026-01-10 21:42:36 UTC hello@padlet.com iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214754460 Abstract: This article is an excerpt from Elena Aquilar's book,  The Art of Coaching: Effective Strategies for School Transformation. Traditional professional development for teachers is proving to be ineffective.  The sit-and-get format, the lack of support for continued learning on a topic, rarely impacts educator learning, growth, and thus isn't translating to student achievement. Coaching is a more effective way to improve teachers skill set and in turn student outcomes. 
Findings: In 2004 a study was done on coaching by the Annenberg Foundation for Education Reform. The finding suggested that coaching is a much for effective tool for teachers professional learning and growth because coaching is based on a continuous trusting relationship between coach and teacher. The coaching is embedded into practice which promotes relevancy. Coaches are also able to help teachers use their data to inform their practice. New learning and strategies are more likely to be tried when a coach/teacher relationship exists, and all of these factors can lead to increased student acheivement.
APA Citation:
Aguilar, Elena. (2013). How coaching can impact teachers, principals, and students. Edutopia.

https://goo.gl/y1M2ks]]> 2017-12-10 01:06:29 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214754460 iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214804506 Abstract: Harvard has put together a toolkit called Best Foot Forward to be used by teachers, their instructional coaches, etc. as a tool for observation. Teachers can use videos of themselves as a tool to reflect on their teaching with their instructional coach or others.
Findings: Videos can be used as a tool for informing coaching conversations, reflection on the use of instructional strategies and their effectiveness, a resource for virtual coaching, formal observations, and peer collaborations.  The article links to others that address the concerns for privacy, selecting the right technology, and assessing whether or not a school community reflects a culture that would accept this type of observation to be used for reflection and teachers' professional learning and growth with the potential of improving student outcomes.
APA Citation: 
Cronin, Ashley. (2015). 

Launch video classroom observations with new toolkit.Edutopia. 

https://goo.gl/6pn9FC

]]> 2017-12-10 14:43:40 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214804506 iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214809166 Abstract: Jim Knight interviews Peter De Witt in his Radical Learners Blog about teaching, learning, and coaching. De Witt says that he began learning and writing about coaching because he had positive experiences with coaches as a young athlete and he was captivated by the idea of coaching teachers in a trusting positive relationship rather than the more traditional approach to professional development of teachers which was ineffective because teachers didn't have a voice.
Findings:  Instructional coaches need to know how to give teachers feedback constructively and teachers need to know how to accept feedback from their instructional coaches. It's important to know the goals of the teachers that coaches are working with.
APA citation:
Knight, Jim. (2017).  The TLC interview: Peter De Witt. Retrieved from 19 September 2017
https://goo.gl/FqSCDF]]> 2017-12-10 15:25:37 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214809166 iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214813003 Abstract: This article from the website Reading Rockets shares coaching strategies that can support schools in their quest to grow teacher skill with the potential of improving learning outcomes. They refer to research that supports the implementation of instructional coaching as a strategy for teachers' professional learning has the potential to  improve student learning.
Findings: in 2006 nearly 10% of all schools were required to create a school improvement plan.  In response to that, instructional coaching became a popular strategy of professional learning. Research suggests that there are three main characteristics of effective instructional coaches; pedagogical knowledge, content expertise, and interpersonal skills.
Very little research has been done to evaluate effective coaching strategies.  There have been some quasiexperimental and descriptive studies that suggest that coaches also need to be trained not only in their content area, but also in instructional strategies.  Using videos as seminars and demonstration lessons is generating interest in an effective way to provide coaches ongoing training. Student achievement data can be used to assess coaching effectiveness.
APA Citation:
Kowal, J. and Steiner, L. (September, 2007). Issue brief ' instructional coaching. Washington, DC: The Center for Comprehensive School Reform and Improvement. Retrieved from https://goo.gl/gf8YCR]]> 2017-12-10 15:57:47 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214813003 iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214816553 Abstract: Research suggests that instructional coaching is an effective strategy for ongoing professional learning for teachers. Professional learning followed by instructional coaching improves instructional practice in the classroom as well as promotes teacher reflection upon her practice. In this study, 12 coaches in  five elementary schools, 5 middle schools and 5 high schools participated. Approximately 180 elementary and secondary science teachers participated in the study. Data was collected by means of surveys, reflections, interviews, and online coaching log entries.  The researchers set out to discover what makes coaching work and what causes it to be ineffective.
Findings: Coaches are the trust builders of the coach/teacher relationship. Teachers who commit to working with an instructional coach are agreeing to get out of their comfort zone and take instructional risks. The teacher must trust the coach in order for that to happen. Coaches, however, because the nature of their jobs, do not necessarily trust the teachers they are working with in the same way. Many coaches experience gains in teacher's growth, but then report steps back as well. Thus coaches have to be aware of this and be prepared to be supportive of teachers and their set-backs. Coaches put themselves in the same situation that are asking their teachers to experience are likely to be trust-builders. For instance, an instructional coach may have the teacher videotape her trying out an instructional strategy and use that as a teaching tool, before asking the teacher record one of her lessons to be used as a reflection piece looking for ways to grow and improve. Relational trust is at the heart of the teacher/coach relationship and when this is achieved student outcomes have the potential to be realized.
APA Citation:  :Anderson, R., Feldman, S & Minstrell, J. (2014). Understanding relationship: Maximizing the effects of science coaching. Education Policy Analysis Archives, 22 (54). http://dx.doi.org/10.14507/epaa.v22n54.2014.
https://goo.gl/jF9Fp1]]> 2017-12-10 16:24:32 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214816553 iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214836026 Abstract: This study investigates which aspects of instructional coaching builds teachers understanding of their students data and how to use that understanding to adjust instruction to improve student learning outcomes. Teachers value having access to student data, but often have difficulty using data to make instructional decisions.  Instructional coaching may be able build teachers' skill in using their students data to inspire a variety of strategies. This comparative case study research studied six low-performing middle schools.
Findings:  Strong instructional coaches exemplify common characteristics. Instructional coaches are content experts and have a wide variety of instructional tools in their tool box to share with teachers. Coaches must have strong interpersonal skills because teachers must be invested in the relationship to be successful. They offer specific feedback and are willing to model how to use student data to make instructional decisions about strategies. Effective coaches also share additional resources with teachers to build upon their learning. Of course, the purpose of instruction coaching teachers is to improve their skill and professional knowledge in order to potentially positively impact student data outcomes.
APA Citation:
Huguet, A., Marsh, J.A. & Farrell, C. C. (2014). Building teachers’ data-use capacity: Insights from strong and developing coaches. Education Policy Analysis Archives, 22 (52). http://dx.doi.org/10.14507/epaa.v22n52.2014. T

https://goo.gl/reSaHD]]> 2017-12-10 18:46:12 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214836026 iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214846133
Abstract: Ms. Houser shares her experiences as an instructional coach and offers tips to be effective. Instructional coaches have the potential to seriously impact teachers and their growth and improvement of their practice for the benefit of their students learnings.
Findings: Ms. Houser shares 6 lessons that she has learned in the last 5 years. First, she emphasizes the importance of really listening to teachers so that you can formulate really good questions to guide teachers to thoughtfully reflect on their practice and identify areas where improvement could be beneficial. She also suggests keeping your own teaching skills sharp. Teach and co-teach lessons regularly so you don't loose your edge. It's also essential to stay informed of new trends and strategies and manage your time effectively.
APA citation: Houser, Ms. (2017). 

6 lessons I’ve learned as an instructional coach. retrieved from

https://www.mshouser.com/instructional-coaching/6-lessons-ive-learned-as-an-instructional-coach

]]> 2017-12-10 20:01:49 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214846133 iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214854439 Abstract: The Pennsylvania Institute for Instructional Coaching put together this article to define what instructional coaching is and to share whether or not it is effective. The authors describe instructional coaching as a strategy for building teacher efficacy by systematically working with teachers with the goal of growing their instructional skills and decision-making. It is a type of professional learning that is deeper and sustained over a period of time to support teachers in their growth for the benefit of their students. The coaches that work with teachers are not there to fix problems, they are they to encourage and support the growth and development of teachers of any and all ability and experience level.  Coaching is not evaluative in nature, but a mutual commitment to discovered best practices to enhance the learning of students.
Findings: The Pennsylvania High School Coaching Initiative (PHSCI) conducted research over three years and found that 91% of the teachers that participated in instructional coaching reported that their coaches introduced them to new instructional strategies and helped and encouraged them to try the strategies in their classrooms. Seventy-nine percent of the teachers in the study reported that their coach helped them improve their instruction. Coached teachers also reported fewer student absences, improved student engagement and enthusiasm, and improved instructional practices.
APA Citation:
Dupree, Orlena. (2017). What is an instructional coach? Pennsylvania Institute for Instructional Coaching retrieved from
http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach]]> 2017-12-10 21:10:01 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214854439 iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214864793 Abstract: Mandy Sargent writes this article for In-Sight, A newsletter for curriculum, instruction, and assessment. She writes that typical professional development results in a very low turn-around rate in classrooms.  Professional learning steeped in support from an instructional coach results in a much higher implementation rate.  Thus it is a wise investment for schools to support their teachers with expert instructional coaches for the benefit of growing teachers proficiency and their students achievement.
FIndings:  The role of instructional coaches is not evaluative.  Coaches seek to support teachers in their use of best practices through a trusting relationship and common goal of improving practice.  Sergeant writes the essential components of successful coaching and notes that a coaching relationship must be centered in the best interest of students and their learning outcomes.  Administration needs to ensure that coaches and teachers have adequate time to work together.  Instructional coaches need to be experts in content, pedagogy, and have access to additional resources to access.  Coaches need to be committed to their own professional growth as well as the growth of the teachers they are supporting.  Trusting relationships between teachers and also principals will ensure that teachers get the most from a coaching opportunity.  A system needs to be in place for teachers and their coaches to measure the results of their work and how it has impacted student learning.
APA citation:
Sergeant, Mandy. (2017).
Instructional coaching to improve student learning and close achievement gaps. In-Sight, A newsletter for curriculum, instruction, and assessment. Retrieved from
https://www5.esc13.net/thescoop/insight/2013/03/instructional-coaching-to-improve-student-learning-and-close-achievement-gaps/ 

]]> 2017-12-10 22:42:54 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214864793 iotts44 https://padlet.com/iotts44/mry4ztvt04zb/wish/214869768 Abstract: This study was done In response to critiques of traditional professional development for teachers in terms of its excessive cost and unimpressive impact on improving instructions. They studied 59 teachers from New Orleans in a effort to determine if the MATCH Teacher Coaching (MTC) does in fact improve teacher instruction and create the potential for increased student outcomes.
Findings: Half of the teachers in the study were offered coaching and the other half was the control group which received a traditional form of professional development. The researchers collected data in the form of observations, principal surveys, and student responses. The coached teachers had a significant impact on their instruction as a result of the coaching. They were offered specific feedback, helped teachers plan their lessons, and viewed video of the coachee in order to look for opportunities for growth. The coached teachers experienced significant professional growth over the control group. Students of the coached teachers also reported positively. The researchers are following up this study, with a study to determine if a relationship between student achievement and instructional coaching of teachers can be found.
APA citation: 
Kraft, M. & Blazer, D. (2010).  Improving teacher practice: experimental evidence on individualized teacher coaching. Society for Research on Educational Effectiveness, Conference 2010. Retrieved from https://files.eric.ed.gov/fulltext/ED563361.pdf]]> 2017-12-10 23:53:48 UTC https://padlet.com/iotts44/mry4ztvt04zb/wish/214869768