A three-level trajectory of instructional coaching situated within a recursive teacher change process¶

Theory · All theories
Evidence · 1 claim (1 mixed) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The brief's central framework organizes coaching responsibilities along a trajectory of three levels — initial steps, necessary supports, and sustaining efforts — while mapping mentoring and advocacy responsibilities onto each level. The trajectory is embedded in a recursive change process based on "reflection-in-action (Schön, 1983), a process that includes reflection, goal setting, and action." The framework is intended to help coaches achieve balance and cohesion across the many responsibilities that pull them in different directions.

Design Implications¶

Context¶

Requirements¶

• Coaches and others involved in coaching use the framework to discuss current work and identify next steps in the change process

Constraints¶

• The brief states it is unclear whether there is an optimal balance between mentoring and literacy advocacy, or whether there is conflict or agreement between these responsibilities

Target Learners¶

• middle school literacy coaches
• classroom teachers working toward instructional change

Target Learning Objectives¶

• improve instructional practice in literacy
• sustain teacher change over time

Claims¶

• The complexity of coaching responsibilities may fragment the coaching process and reduce its impact [~W]

Related Theories¶

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

Examples¶

• Level 1 initial steps: address teacher beliefs through individual conferencing and establish teacher learning communities
• Level 2 necessary supports: guide implementation of new instructional skills and facilitate learning community dialogue
• Use the coaching framework as a structured discussion guide with a note-taking grid and study group questions

Key Sources¶

• Smith, A. T. (2009). Considering Literacy Coaching Responsibilities in Terms of Teacher Change. University of Washington Bothell. https://eric.ed.gov/?id=ED530353