Time spent between teachers and coaches is one of the most important factors in a successful coaching program¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The authors' research identified time for teacher-coach work together as one of the most important factors in coaching success, while unrelated duties and large caseloads diminish coaching impact and coach job satisfaction. → Hardy 2021

Evidence¶

Hardy 2021¶

Hardy, A., & Bakhshaei, M. (2021). Funding coaching is not enough: The role of the district administrator in instructional coaching. Digital Promise. https://digitalpromise.dspacedirect.org/items/89f20796-22b4-44c1-889c-cc2fd46a19a2

q2 · i? · qualitative · r1

Qualitative finding from the authors' three-year coaching research: teacher-coach time is described as among the most important success factors, yet coaches' time is routinely threatened by other responsibilities. No effect sizes or test statistics are printed.

"Our research shows that the amount of time spent between teachers and coaches is one of the most important factors in a successful coaching program. However, coaches' time for coaching is often threatened by other responsibilities."

Discussion¶

Related Claims¶

• Pairing coaching with group trainings is associated with larger effects on instruction and achievement; instructional materials with larger, and video libraries with smaller, effects on instruction — the general claim this finding bears on, with the studies behind it

• Coaching dosage shows precisely estimated null effects: more coaching hours are not associated with larger program effects — the general claim this finding bears on, with the studies behind it

• Literature review identifies 182 candidate coaching components organized into coach, teacher, and interaction factors — related
• Coaching time focused on instructional delivery improves coached teachers' practices, while time focused on behavioral management is associated with a significant decrease in practice quality — a narrower finding that bears on this claim
• Frequent feedback and coaching for teachers is positively associated with charter school achievement impacts — related
• Coaches carry heavy workloads, often holding other roles and supporting large caseloads of teachers — related
• Coaching is more effective when it is job-embedded with frequent face-to-face interaction between coach and teacher — a narrower finding that bears on this claim
• Coaching can be effective in all delivery modes: face-to-face, distance, and a combination — related