Conceptual framework of active ingredients of instructional coaching comprising characteristics, relational contexts, and processes¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article proposes a conceptual model of the active ingredients of instructional coaching, defined as "those unique components of an intervention that constitute what is hypothesized as responsible for targeted teacher and student outcomes." The model was developed through a modified grounded theory approach combining a literature review with teacher and coach focus group data from the CSI rural science coaching study. It organizes coaching into prerequisite characteristics, relational components, a staged process, and outcomes. The authors intend it as a basis for empirically testing which components are necessary for effective coaching.

Design Implications¶

Context¶

Requirements¶

• Future coaching research should empirically test the framework's key components to establish which are necessary for effective coaching

Constraints¶

• The developed model does not address context, although the coaching process used to develop it occurred in a rural setting

Target Learners¶

• K-12 rural science teachers (grades 6-12) participating in instructional coaching

Target Learning Objectives¶

• Improving teachers' inquiry instruction practice and content knowledge to affect student achievement

Claims¶

• Four relational components—positive feedback, rapport, mutual respect, and reciprocal trust—form the relational framework of coaching [+W]
• Teacher buy-in and willingness to engage are viewed as strong mediators of coaching benefits [+W]

Related Theories¶

• Responsive literacy coaching as a co-learner model grounded in trust and inquiry
• A three-level trajectory of instructional coaching situated within a recursive teacher change process
• Coaching as a partnership among principals, coaches, and teachers
• White et al.'s coherent model of coaching's essential ingredients: coach factors, teacher factors, and coach-teacher interaction factors
• Five cornerstones of an effective classroom technology coaching program
• Instructional coaching frameworks: Knight's four forms and the multidisciplinary skills-process-development framework

Examples¶

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Key Sources¶

• White, A. S., Howell Smith, M., Kunz, G. M., & Nugent, G. C. (2015). Active ingredients of instructional coaching: Developing a conceptual framework (R2Ed Working Paper No. 2015-3). https://r2ed.unl.edu/resources_workingpapers.shtml