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It highlights content-specific coaching in reading and math, essential coaching activities such as planning, observation, and feedback, and the role of coach credibility, relationships, and technology proficiency. Evidence summarized from meta-analyses and trials links coaching to improved learning, reduced discipline referral disparities, and lower novice turnover when programs are sustained, coherent, and supported by school and district leadership.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-teaching-practice-with-instructional-coaching-design-principles-series-january-2022/583713/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-teaching-practice-with-instructional-coaching-design-principles-series-january-2022/583713.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Who benefits most from instructional coaching, and who should be coaches?","Question",{"text":112,"@type":113},"Teachers who are less experienced and teachers who are open to being coached benefit most. Coaches should be skilled in teaching and able to build trusting, relationship-based support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which activities and focus areas are most associated with effective coaching?",{"text":117,"@type":113},"Effective coaching emphasizes planning discussions, observation, and feedback. Content-specific coaching in reading and math shows greater effects than coaching focused only on general teaching practices.",{"name":119,"@type":110,"acceptedAnswer":120},"How do coaching program features and implementation support influence outcomes?",{"text":121,"@type":113},"Programs aligned to high-quality professional development—content focus, active learning, coherence, sustained duration, and collective participation—are more likely to improve teacher practice. Support from school and district leadership, along with appropriate coaching positioning and credibility, strengthen implementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583713,1792061719,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","IMPROVING TEACHING PRACTICE WITH INSTRUCTIONAL COACHING  \nEdResearch for Recovery  \nDesign Principles Series  \nLaura Neergaard Booker | Vanderbilt University Jennifer Lin Russell | University of Pittsburgh  \nEdResearch  \nFor Recovery  \nEdResearch January 2022  \nFor Recovery  \nDESIGN PRINCIPLES FOR IMPROVING PRACTICE WITH   ~~ ~~ INS~~TR~~U~~CT~~I~~ON~~AL C~~OA~~C~~HI~~N~~G ~~     \nAT A GLANCE  \nWho are the best candidates to coach and to be coached?  \nCoaches who are skilled in teaching and are able to build trusting relationships with the teachers they coach generate stronger improvements in teaching and learning.  \nTEACHERS   \nTeachers who are less experienced and teachers who are more open to being coached benefit most from coaching.  \nWhat do effective coaches do?  \nACTIVITIES  \nPlanning discussions, observation, and feedback are essential coaching activities.  \nFOCUS  \nContent-specific coaching in reading and math shows greater effects on teaching and learning than coaching focused on general teaching practices.  \nFREQUENCY & DURATION   \nDELIVERY MODE  \nMost studies of coaching include at least several coaching interactions during a school year, though coaching quality likely matters more than quantity.  \nCoaching can take place in-person or virtually. Video-recording lessons for coaches can facilitate scaling a coaching program.  \nWhat supports do coaches need to be successful?  \nTIME  \nPROFESSIONAL DEVELOPMENT  \nCoaches often spend less time coaching than intended. Positioning them as district-level rather than school-level support can help reduce this problem.  \nCoaches benefit from opportunities to connect with and learn from their peers, as well as other forms of professional development.  \nADMINISTRATIVE SUPPORT  \nCoaches perform best with strong support from their school and district leadership.  \nEdResearch for Recovery Design Principles-January 2022 1  \nEdResearch  \nFor Recovery  \nEvidence strongly suggests that a well-designed instructional coaching program improves teacher practice and student outcomes.  \n Instructional coaches provide individualized, intensive, sustained, context-specific, and focused one-on-one or small-group support to teachers to improve their teaching.  \n A 2018 meta-analysis of 60 causal studies found that the difference in effectiveness between teachers with instructional coaches and those without was equivalent to the difference between novice teachers and teachers with five to 10 years of experience.  \n A randomized controlled trial showed that a two-year coaching program focused on building relationships between teachers and students and engaging students in learning eliminated differences in student discipline referrals by race.  \nInstructional coaching programs that incorporate the essential features of high-quality professional development are more likely to improve teacher practice.  \n The core activities of instructional coaching are well aligned to the research evidence on the key features of effective professional development for improving teacher practice: content focus, active learning, coherence, sustained duration, and collective participation.  \nNovice teachers who receive instructional coaching are more likely to improve student outcomes and stay in the teaching profession.  \n Alternative certification programs that train new teachers, like Teach For America and TNTP Teaching Fellows, generally include coaching as part of their training model. The students of teachers prepared through these programs show greater achievement gains than students of teachers prepared in other ways.  \n Nationally representative survey data found that the presence of a content-focused coach was associated with reduced turnover of novice teachers.  \n Randomized controlled trials and studies using observations, coaching logs, and interviews show that the New Teacher Center induction model, which includes coaching, has helped teachers improve their practice.  \nDESIGN PRINCIPLES: IMPROVING TEACHIN","cbCaiu1VgsWJAdeF","https://ap.wps.com/l/cbCaiu1VgsWJAdeF","pdf",1027457,"English","# At a Glance\n## Who are the best candidates to coach and to be coached?\n## What do effective coaches do?\n## What supports do coaches need to be successful?\n# Evidence and Impact\n## Coaching effectiveness and studied outcomes\n## Alignment with high-quality professional development\n# Design Principles: Coaches\n## Coach credibility and relationships\n## Coaching implementation factors\n# Design Principles: Teachers\n## Experience level and openness to coaching\n## Program considerations for resistant teachers","[{\"question\":\"Who benefits most from instructional coaching, and who should be coaches?\",\"answer\":\"Teachers who are less experienced and teachers who are open to being coached benefit most. Coaches should be skilled in teaching and able to build trusting, relationship-based support.\"},{\"question\":\"Which activities and focus areas are most associated with effective coaching?\",\"answer\":\"Effective coaching emphasizes planning discussions, observation, and feedback. Content-specific coaching in reading and math shows greater effects than coaching focused only on general teaching practices.\"},{\"question\":\"How do coaching program features and implementation support influence outcomes?\",\"answer\":\"Programs aligned to high-quality professional development—content focus, active learning, coherence, sustained duration, and collective participation—are more likely to improve teacher practice. Support from school and district leadership, along with appropriate coaching positioning and credibility, strengthen implementation.\"}]","IMPROVING TEACHING PRACTICE WITH INSTRUCTIONAL COACHING - Design Principles Series - January 2022 | PDF",1792048149,23]