Learning Forward
Equity and excellence in teaching and learning.
RESEARCH
The impact of coaching on teacher practice and student achievement
By Elizabeth Foster
August 2018
Vol. 39 No. 4
Educators who have experienced coaching — either as the coach or the coached — often speak to its positive impact on their development and growth and frequently to positive impacts on student learning. Coaching is a key job-embedded professional learning strategy that is grounded in day-to-day teaching practice, addresses immediate problems of practice, and targets instructional practices with the intent of improving student learning (Croft, Coggshall, Dolan, Powers, & Killion, 2010). Coaching is a core element of Learning Forward’s comprehensive professional learning work with districts and schools. We therefore have a special interest in research findings about its impact. A recent meta-analysis of the empirical literature about teacher coaching strategies and programs offers a clear, thoughtful analysis that details the impact of coaching on teacher
Read the remaining content with membership access. Join or log in below to continue.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
LET US HEAR FROM YOU
Do you have thoughts about this study or have recommendations of other research you’d like to see us cover? Email me at elizabeth.foster@learningforward.org.
What Is Coaching?
Kraft et al. characterize coaching as the process “where instructional experts work with teachers to discuss classroom practice in a way that is (a) individualized — coaching sessions are one-on-one; (b) intensive — coaches and teachers interact at least every couple of weeks; (c) sustained — teachers receive coaching over an extended period of time; (d) context- specific — teachers are coached on their practices within the context of their own classroom; and (e) focused — coaches work with teachers to engage in deliberate practice of specific skills.”
References
Croft, A., Coggshall, J.G., Dolan, M., Powers, E., & Killion, J. (2010, April). Job-embedded professional development: What it is, who is responsible, and how to get it done well (Issue Brief). Washington, DC: National Comprehensive Center for Teacher Quality.
Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.
Elizabeth Foster is the vice president of research and standards at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.
CURRENT ISSUE
Recent Issues
DISRUPTING INEQUITY
December 2022
Overcoming barriers to equity takes deep listening, learning about self...
TEACHING IN TURBULENT TIMES
October 2022
Professional learning can help educators navigate the competing...
NURTURING NEW TEACHERS
August 2022
New teachers have unique professional learning needs and challenges. When...
SETTING THE STANDARD
June 2022
This issue celebrates the 2022 revision of Standards for Professional...
