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on professional development shows that teachers need long-term support to improve their teaching.1,2 One method for providing that support can be instructional coaching.3,4,5,6 The National Center for Systemic Improvement (NCSI) defines instructional coaching as a coach working collaboratively with a teacher through a recursive and job-embedded feedback cycle focused on strengthening implementation of effective instructional strategies. However, not every form of coaching is effective.7,8 In fact, research links four specific coaching practices to improvements in teaching and learner outcomes. 9,10  \nThese practices, described in more depth in this tip sheet, include:  \n• using alliance strategies (also known as relationship-building strategies),  \n• observing,  \n• modeling, and  \n• providing performance feedback.  \nAs shown in Figure 1, the practices are used across the steps of the coaching cycle—pre-observation meeting, in-class event, and post-observation meeting—to support stronger teaching with agoal of improved student outcomes. Coaches can use this tip sheet to learn more about the effective coaching practices. Understanding these practices can help coaches, as well as those training or supporting instructional coaches, to best meet the needs of teachers and students.  \nNCSI | Defining Effective Coaching Practices to Support Teachers and Improve Student Outcomes 1  \nFIGURE 1. THE EFFECTIVE COACHING CYCLE  \nU  \ns  \ni  \nn  \ng A  \nl  \nl  \ni  \na n  \nce St  \nr  \na  \nt  \ne g  \ni  \ne  \ns  \nSTEP 1: Pre-Observation Planning Meeting  \nSTEP 3:  \nPost-Observation Meeting  \nSTEP 2 : In-Class Event  \n* Modeling happens at coach’s and teacher’s discretion. It may not be necessary during each in-class event. Adapted with permission from Pierce & St. Martin, 20223  \n1. Alliance Strategies  \n“Alliance” refers to the relationship between teachers and coaches. Coaches leverage alliance strategies to establish a positive and trusting relationship with the teachers they support.  \nThese strategies can be grouped into three areas: interpersonal skills, collaboration skills, and expertise in the content area.11 Coaches should use these strategies during every coaching cycle and across all steps of the coaching cycle.12 Strategies and examples for each of these areas are described below. Coaches should carefully map out the strategies they will use to support their work in each step of the coaching cycle.  \nNCSI | Defining Effective Coaching Practices to Support Teachers and Improve Student Outcomes 2  \nINTERPERSONAL SKILLS  \n\n| Strategies | Examples |\n| --- | --- |\n| Empathetic listening | Coach actively paying full attention to the teacher\u003Cbr>by using nonverbal cues like nodding. |\n| Restating or summarizing | Coach saying,“What I hear from your comments is ...” |\n| Using open-ended questions | Coach asking,“Can you tell me more about that?” |\n| Affirming difficulty of change | Coach affirming,“This is really hard!” |\n| Using nonevaluative language | Coach stating,“Coaching is about supporting your teaching\u003Cbr>practice, not about evaluating how you teach.” |\n\nCOLLABORATION SKILLS  \n\n| Strategies | Examples |\n| --- | --- |\n| Developing a sense of teamwork | Coach saying,“Together, we will work toward addressing your goals.” |\n| Referring to past accomplishments | Coach restating,“Last week you accomplished your goal …” |\n| Referring to current goal | Coach affirming,“Your goal for this week is …” |\n| Helping the teacher progress toward goal | Coach saying,“Let’s talk about what we’ll do to meet that\u003Cbr>goal. I will … What do you think you will try to do?” |\n\nEXPERTISE IN THE CONTENT AREA  \n\n| Strategies | Examples |\n| --- | --- |\n| Referring to effective teaching practices | Coach saying,“Learners who struggle benefit from explicit\u003Cbr>and systematic instruction. Explicit means ...” |\n| Conveying deep contentarea knowledge | Coach saying,“Effecti","cbCaioSsNUvhbKSw","https://ap.wps.com/l/cbCaioSsNUvhbKSw","pdf",1785342,"English","# Effective Coaching Practices\n## Coaching cycle steps\n## Alliance strategies\n## Observing\n## Modeling\n## Performance feedback","[{\"question\":\"What does instructional coaching mean in the document?\",\"answer\":\"Instructional coaching is described as a collaborative, recursive, job-embedded feedback cycle between a coach and a teacher focused on strengthening implementation of effective instructional strategies.\"},{\"question\":\"Which four coaching practices are linked to improved outcomes?\",\"answer\":\"The document lists using alliance strategies, observing, modeling, and providing performance feedback as the four practices connected to improvements in teaching and learner outcomes.\"},{\"question\":\"How does observation support performance feedback?\",\"answer\":\"During observation, the coach views instruction in the learning environment to collect data on what the teacher is doing and how students respond, then uses that information to provide performance feedback and decide when modeling may be beneficial.\"}]","Defining Effective Coaching Practices to Support Teachers and Improve Student Outcomes | PDF",1792057226,15]