This brief provides general information on coaching and examines critical coaching practices that are likely to lead to student outcomes. An appendix contains information about various coaching models.
Covey, S.R. (2004) The 8th Habit: From effectiveness to greatness. New York, NY: FranklinCovey Co.
Covey supports growth with information on modeling, pathfinding, aligning, and empowering with an emphasis on using our voices to serve others.
Drago-Severson, E. & Blum-DeStefano, J. (2018) Leading change together: Developing educator capacity within schools and systems. Alexandria, VA: ASCD.
Learn to support individual and organizational growth with a differentiated approach to leadership and capacity building while building trust, capacity, and sustainability.
Eisenberg, E.B., Eisenberg, B.P., Medrich, E.A. & Charner, I. (2017) Instructional coaching in action: An integrated approach that transforms thinking, practice, and schools. Alexandria, VA: ASCD.
Detailed guidance for coaches on creating conditions for educator-center coaching, getting buy-in from staff, defining the role of coaches, rolling out a coaching initiative, and ensuring ongoing success with coaching.
Gross Cheliotes, L. & Fleming Reilly, M. Coaching conversations: Transforming your school one conversation at a time. (2010) Thousand Oaks, CA: Corwin.
Authors discuss the components of coaching with an emphasis on committed listening, powerful speaking, and reflective feedback.
Killiion, J., Harrison, C., Bryan, C. & Clifton, H. (2012) Coaching Matters. Oxford, OH: Learning Forward.
Explore the condictions, structures, and supports that are integral to giving coaching the potential to transform teaching and learning.
Knight, J. (2016) Better conversations: Coaching ourselves and each other to be more credible, caring and connected. Thousand Oaks, CA: Corwin.
Better conversations include coaching ourselves and others to become better communicators, listen with empathy, find common ground and build trust. Both a Reflection Guide and a companion website offer additional resources to implement the strategies included in this work.
Knight, J. (2018) The Impact cycle: What instructional coaches should do to foster Powerful Improvements in Teaching. Thousand Oaks, CA: Corwin.
Knight explains a three-stage cycle to use as coaches partner with teachers to improve student outcomes; a reflection guide is also available as a resource to support using this cycle.
Knight, J. (2014) Focus on Teaching: Using video for high-impact instruction. Thousand Oaks, CA: Corwin.
Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA.
This work focuses on five components: skillful participation in the work of leadership, inquiry-based use of data to inform decisions and practice, broad involvement and collective responsibility for student learning, reflective practice that leads to innovation, and high or steadily improving student achievement.
Marzano, R.J. & Simms, J.A. (2013) Coaching Classroom Instruction. Bloomington, IN: Marzano Research Laboratory.
Components, strategies, and forms for use in coaching as well as scenarios that clarify and offer ideas for application.
Rock, M. (2019) The eCoaching continuum for educators: Using technology to enrich professional development and improve student outcomes. Alexandria, VA: ASCD.
Hints and how-tos for using technology for professional development and coaching.
Stavros, J. & Torres, C. (2018). Conversations Worth Having: Using Appreciative Inquiry to Fuel Productive and Meaningful Engagement. Oakland, CA: Berrett Koehler Publishers.
Tschannen-Moran, B. & Tschannen-Moran, M. (2010). Evocative Coaching: Transforming schools one conversation at a time. SanFrancisco, CA: Jossey-Bass.