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

Theory · All theories
Evidence · 3 claims (3 for) · 1 study (1 review), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The paper organizes coaching models in education, distinguishing coaching's "partnership-type relationship" from hierarchical mentorship. It presents Knight's (2007) four common forms — executive, coactive, Cognitive Coaching, and instructional coaching, the last helping teachers "incorporate research-based instructional practices" — and Kurz et al.'s (2017) multidisciplinary framework focusing coaching on skills, process, and development, where how teachers do something matters as much as what they do.

Design Implications¶

Context¶

Requirements¶

• Coaching requires a collaborative coach-teacher relationship and a coach with practical teaching experience to build credibility

Constraints¶

• Cognitive Coaching is a service-marked term, and the paper notes evidence of coaching impact is still a work in progress

Target Learners¶

• K-12 teachers

Target Learning Objectives¶

• Improved instructional practice through sustained collaborative professional development

Claims¶

• Coaching Meta Analysis Positive Effects Instruction Achievement [+M]
• Coaching time focused on instructional delivery improves coached teachers' practices, while time focused on behavioral management is associated with a significant decrease in practice quality [+W]
• Video-based analysis of teacher-student interactions mediates positive coaching outcomes, and challenging teachers supports reflection but is uncommon [+W]

Related Theories¶

• Coaching as a partnership among principals, coaches, and teachers
• Conceptual framework of active ingredients of instructional coaching comprising characteristics, relational contexts, and processes
• Goal-directed coaching process staged as joint planning, action/practice, observation, individual reflection, feedback, and reflective discussion in a loop
• Responsive literacy coaching as a co-learner model grounded in trust and inquiry

Examples¶

• Design coaching programs as a systemic collective enterprise with shared vision, recruited and developed coaches, and continuous evaluation

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