In one survey, coached teachers more often report sustained, followed-up professional development than non-coached peers, and more than 81% received at least 30 minutes of one-on-one coaching a week¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · 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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Coached teachers in core subjects more often reported sustained PD with coherent follow-up (47% vs. 30%, Chi-Sq p < .001), and sustained PD correlated with ITU confidence (corr = .3, p < .001). → Mahsa Bakhshaei 2020 q2 i? More than 81% of coached teachers received at least 30 minutes of one-on-one coaching per week, 43% received more than an hour weekly, and coached teachers averaged more than 16 hours over the school year. → Mahsa Bakhshaei 2020 (2)

Evidence¶

Mahsa Bakhshaei 2020¶

Mahsa Bakhshaei, Angela Hardy, Jason Ravitz, John Seylar. (2020). Instructional Coaching Holds Promise as a Method to Improve Instruction with Technology. SITE 2020 - Online, April 7-10, 2020. https://digitalpromise.dspacedirect.org/items/5465e54a-b290-4210-97fb-514a3aa13e21

q2 · i? · associational · r1

DLP year 2 survey contrast on sustained duration of PD among core-subject teachers: 47% of coached versus 30% of non-coached peers reported PD "sustained over time with coherent follow-up" ("Chi-Sq p < .001" printed, no effect size). A separate correlation linked sustained PD with ITU confidence (corr = .3, p < .001).

"While 47% of coached teachers in core subject areas reported that to a great extent their PD was sustained over time with coherent follow-up, only 30% of their non-coached peers reported the same (Chi-Sq p < .001)."

Mahsa Bakhshaei 2020 (2)¶

q2 · i? · associational · r2

Descriptive survey data from DLP coached teachers on coaching dosage: "more than 81%" received at least 30 minutes weekly, 43% more than an hour, and the average exceeded 16 hours over the school year; no inferential test or effect size is printed for these figures.

"While working with their coach, more than 81% of coached teachers received at least 30 minutes of one-on-one coaching per week, with 43% of them receiving more than an hour of coaching each week. Coached teachers received, on average, more than 16 hours of coaching support over the school year."

Discussion¶

Teachers who report coaching as a partnership report more improvement in classroom challenges and higher technology-use confidence; voluntary participation and non-evaluative support correlate with improvement in classroom challenges — related
Coached teachers report significantly higher confidence in their ability to implement impactful technology use — related
Coaching is more effective when it is job-embedded with frequent face-to-face interaction between coach and teacher — related
Coaching is more effective when support is personalized to teachers' needs and classroom contexts — related
Coached teachers report increases in how often students and teachers use technology, compared to non-coached peers — related
Intensive three-year professional development changed Leader Teachers' practice dramatically, but peer diffusion of reform was uneven — a broader claim this one bears on
Professional development needs roughly 50 hours in a specific area, and long-term content-specific support outperforms one-shot sessions — a broader claim this one bears on
Frequency of coaching field support varies across California induction programs and is positively related to administrators' ratings of program effectiveness — related
In five scaled early learning coaching systems, coach-to-site ratios averaged about 1 coach per 22 sites, dosage varied widely, and participants perceived benefits in educator satisfaction, practice, and program quality — related
Full Algebra Toolkit implementation requires roughly 14–22 hours of educator time across PD sessions, preparation, and classroom implementation — related
Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement — related

Page metadata

Field	Value
`type`	`claim`
`id`	`sustained-coaching-contact-hours`
`title`	`In one survey, coached teachers more often report sustained, followed-up professional development than non-coached peers, and more than 81% received at least 30 minutes of one-on-one coaching a week`
`description`	`In a survey of Dynamic Learning Project teachers, 47% of coached versus 30% of non-coached core-subject teachers reported sustained PD with follow-up; more than 81% of coached teachers got at least 30 minutes of coaching a week, 43% more than an hour`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2020`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `mahsa-bakhshaei-2020`, `mahsa-bakhshaei-2020-2`

Frontmatter is the page's machine-readable record — see the Schema & Guide.