While coaching exists as a widely accepted employee development practice in the business world, the coaching mindset has not firmly taken hold in K-12 education. According to the 2015-2016 National Teacher and Principal Survey, the average percentage of public schools with at least one on-site instructional coach is 37% (United States Department…

Educational reform policies such as the Every Student Succeeds Act (ESSA) place a significant demand on teachers regarding teacher preparation using evidence-based instruction (Phillips et al., 2016). The need for teacher training has grown in recent years as professional expectations have increased (Kraft et al., 2018). The consensus among…

This study was conducted to determine if there were significant differences between the self-efficacy and responsibility beliefs among those who had received instructional coaching and those who had not. This mixed-methods study used the Teacher Responsibility Scale (TRS) to measure both self-efficacy and responsibility beliefs as well as…

Principals today face greater job complexities and more diverse challenges than ever before because of decreases in resources, funding, and district support, along with increases in accountability expectations, student diversity, and unfunded federal and state mandates. Principals today are tasked with myriad responsibilities ranging from…

Despite the efforts of traditional and alternative teacher education programs (i.e. pre-service teacher education) in the United States, teachers frequently report feeling unprepared by the time they begin teaching full time in the classroom. Teachers with low levels of self-efficacy are correlated with lower job satisfaction, higher levels of…

School districts across the United States have seen an increase in the number of students who need behavioral support. The problem is that early childhood teachers who serve as Positive Behavioral Interventions and Supports (PBIS) coaches have challenges implementing the PBIS framework because of lack of buy in and resources such as time and…

Research on coaching has been increasing over the last few decades, particularly for literacy and math. What is limited in coaching research is investigations of the process that leads to teacher and student impacts. Additionally, while some research has investigated what makes an effective coach, little has focused on the specific roles of…

In an effort to best support student learning, school districts are seeking the most effective means of improving instruction while effectively addressing student inequities. As the focus on accountability intensifies, the use of data is paramount. Access to data alone, does not ensure quality, data-driven instruction. The lack of teacher…

Nurturing, responsive relationships between teachers and young children and between children and their peers are critically important predictors of lifelong positive outcomes (Jones et al., 2015; DeLay et al., 2016; Hanish et al., 2016). By prioritizing strategies that promote and sustain these types of relationships with and between children,…

The purpose of this study was to explore how literacy coaches can provide job-embedded professional development for content-area teachers to support their efforts in the implementation of disciplinary literacy practices. In order to achieve this overall objective, the following research questions framed this qualitative methods study: 1) How do…

Drawing on data collected from one coaching cycle during mathematics instruction for one coach-teacher dyad, this study explores one instructional coach's discursive enactment of their coaching stance. Qualitative analyses indicate that there was dissonance between the coach's stance for coaching and their discursive enactment of coaching, and…

Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's practices. A…

Purpose: Modeling is a potentially productive activity in which coaches can engage teachers to support teaching and learning (Gibbons and Cobb, 2017). Yet, there is a lack of empirical research that describes how coaches can productively implement this activity with teachers. The overarching purpose of this study was to explore the challenges and…

During this global pandemic, it is more important than ever for institutions of higher education who have distinguished themselves by their small classes and interactive approaches to focus on ways to distinguish themselves from their peers with online means of instruction. The authors detail a means of enhancing a master of business…

The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were explored. Mixed methods were used to explore survey responses from novice teachers and their supporting coaches. We used t-tests to identify differences in specific beliefs within groups…