Ongoing professional development and mentorship are critical to coaches' growth and confidence in their coaching skills¶

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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 found ongoing PD critical to coaches' growth and confidence, with mentors serving as thought partners and professional learning networks helping coaches learn and collaborate. → 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 study: ongoing professional development is described as critical to coaches' growth and confidence, with mentorship as an additional support. No effect sizes or test statistics are printed.

"Our research shows that ongoing PD is critical to coaches' growth and confidence in their coaching skills. In addition to coaching resources and training, coaches benefit from access to ongoing mentorship."

Discussion¶

Related Claims¶

• Teacher confidence in teaching literacy and English learner students increased over the pilot year, especially with a local coach — related
• A 2007 report on an online peer-assisted learning community asserts, citing no studies, that peer coaching has proved a highly effective form of teacher professional development in the UK, US and other countries since the 1980s — related
• Teachers with a local coach completed far more of the intended Write to Succeed professional learning activities than teachers without one — related
• Coaching and expert support appeared in 30 of 35 studies, with coached classrooms showing larger gains in a randomized trial — related