A systemic approach to coaching in small, rural districts: ONLINE EXCLUSIVE

By Kim Day
April 2022
As a Project Coach for the Empowering Educators to Excel (E3) project, I have witnessed the impact of a well-designed and implemented coaching model on teachers, school leaders, and systems. I have seen firsthand the benefits of coaching that are documented in research studies (e.g. Cornett & Knight, 2008; Kraft et al., 2018) come to life, and I have also seen how much intentionality and effort it takes to achieve coaching’s potential. As my colleagues and I move into the fifth year of the E3 project, I asked educators in one of the participating school districts, Marion County School District in South Carolina, to reflect on their personal experiences, challenges, and lessons learned about the role of coaching in districtwide, job-embedded professional learning. Their responses

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Cornett, J. & Knight, J. (2008). Research on coaching. In J. Knight (Ed.), Coaching: Approaches and perspectives (pp.192-216). Thousand Oaks, CA: Corwin Press.

Costa, A.L. & Garmston, R.J. (1997). Cognitive coaching: A foundation for renaissance schools. Christopher-Gordon.

Kraft, M.A., Blazar, D., Hogan, D. (2018). The effect of teaching coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588.

Moody, M. & Stricker, J. (2008). Coaching for change: A practical guide to instructional coaching. Insight Education Group.

Image for aesthetic effect only - Kim Day-scaled

Kim Day ( is a project coach at Empowering Educators to Excel (E3).

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