How Coaching Takes Root: 3 Key Factors Lead to Successful Implementation (original) (raw)

December 2019 | Vol. 40 No. 6 20 Nearly 60,000 educators serve as instructional coaches in schools today (National Center for Education Statistics, 2017), and other models of coaching, like leadership coaching and systems coaching, are taking hold as well (Freeman, Sugai, Simonsen, & Everett, 2017; Goff, Guthrie, Goldring, & Bickman, 2014). The decades-long push to use coaching as a means to support teachers and leaders to improve student learning and close achievement gaps is driven in large part by research that shows coaching can lead to improved teaching and student learning (Kraft, Blazar, & Hogan, 2018), leadership skills (Goff et al., 2017), and school infrastructure, such as effective allocation of resources (Freeman et al., 2017). But simply hiring and funding coaches isn’t sufficient to reach these positive outcomes. The implementation of coaching, including the practices coaches use and the amount of time they allocate to sessions, matters. If coaching practices and dosag...