White et al.'s coherent model of coaching's essential ingredients: coach factors, teacher factors, and coach-teacher interaction factors¶

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 paper presents White et al.'s (2015) organization of research findings on coaching's "essential ingredients" into a coherent model with three factor groups. Coach factors include content expertise, classroom experience, technology proficiency, and interpersonal skills, plus co-planning goals and video-reflection cycles. Teacher factors include willingness to collaborate and an asset lens believing students can succeed. Interaction factors include rapport, mutual respect, trust, and positive non-evaluative feedback.

Design Implications¶

Context¶

Requirements¶

• Effective coaching requires rapport, mutual respect, and trust between coach and teacher, and coaching conversations with positive feedback so the process does not feel evaluative

Constraints¶

• The paper notes empirical research on the mechanisms that make instructional coaching more effective is still modest

Target Learners¶

• K-12 teachers and their coaches

Target Learning Objectives¶

• Building effective coaching relationships that improve teaching practice

Claims¶

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

Related Theories¶

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

Examples¶

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Key Sources¶

• Tina Ehsanipour & Florencia Gomez Zaccarelli. (2017). Exploring Coaching for Powerful Technology Use in Education. Center to Support Excellence in Teaching - Stanford University. https://digitalpromise.dspacedirect.org/items/2f8e7466-5d96-49c4-b8cc-5b70690e0db9