The complexity of coaching responsibilities may fragment the coaching process and reduce its impact¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2009 · 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 an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Because coaches are pulled in many directions at once, the complexity of the role may fragment coaching and reduce its impact on classroom practice and student learning. → Smith 2009

Evidence¶

Smith 2009¶

Smith, A. T. (2009). Considering Literacy Coaching Responsibilities in Terms of Teacher Change. University of Washington Bothell. https://eric.ed.gov/?id=ED530353

q1 · i? · theoretical · r2

An author interpretation offered in the introduction as motivation for the framework; the brief reports no data testing this claim, presenting it as a rationale for organizing coaching work cohesively.

"This complexity may fragment the coaching process, reducing the impact of the coach on classroom practice and student learning."

Discussion¶

Related Claims¶

• Design-based research asks one person to be researcher, designer, project manager and theorist, and those roles compete. — related
• Teachers and coaches in the qualitative study perceived that coaching increased teacher knowledge and practice, with sustainable practices and positive student learning outcomes — reports the opposite
• Administrators' dual role as evaluator and coach can undermine the observation process's professional learning benefits — related