Analysis of instructional coaching: what, why and how

PurposeThis study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes.Design/methodology/approachUsing coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion and planning), the coach-teacher relationship, coaching strategies and coaching duration. The study also developed a path model documenting how coaching behaviors predicted teacher instruction.FindingsResults showed that the coach talked more than the teacher and that most coaching time was spent in reflective discussion. The coach-teacher relationship was promoted by building rapport and reciprocal trust, with use of "we" language demonstrating that coach and teacher were working as a partnership. Most common coaching strategies were clarifying and the coach prompting the teacher to attend to teacher or student behaviors. Path model analysis showed that (a) the coach-teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction.Originality/valueThe study provides empirical evidence about the active ingredients of coaching - those underlying processes that impact and improve teacher practice.