Goal-directed coaching process staged as joint planning, action/practice, observation, individual reflection, feedback, and reflective discussion in a loop¶

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

Description¶

The article adapts Hanft, Rush, and Shelden's (2004) coaching stages framework and adds a stage to produce its own process model. "Successful coaching requires the progression through specific stages of the process; as such, the stages of coaching are also considered active ingredients within our framework." The stages are joint planning, action/practice, observation, individual reflection, feedback, and a newly added reflective discussion stage emphasizing the partnership's bidirectional nature, looping back to joint planning until goals are internalized. Coaches were provided a coaching protocol that gave structure as they went through the coaching.

Design Implications¶

Context¶

Requirements¶

• A coaching protocol providing structure through the stages
• Joint determination by coach and teacher of when to end coaching based on individual teacher progress

Constraints¶

• The additional reflective discussion stage was derived from this qualitative study's analyses rather than the original framework

Target Learners¶

• K-12 rural science teachers receiving technology-delivered instructional coaching

Target Learning Objectives¶

• Developing and internalizing new instructional practices, here scientific inquiry teaching

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
• Instructional coaching frameworks: Knight's four forms and the multidisciplinary skills-process-development framework

Examples¶

• Debriefing
• Build Time for Self-Reflection
• Reflective Practice

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