The Art and Science of Teacher Coaching

What It Is, What It's Not, and How to Do It
1. Auflage 2026
ISBN: 979-8-3488-5787-5
Verlag: SAGE Publications Inc

Buch, Englisch, 232 Seiten, Format (B × H): 215 mm x 279 mm, Gewicht: 650 g

Elevate your coaching practice and make a meaningful impact

Instructional coaching holds immense potential to support teachers, elevate practice, and improve student outcomes. However, coaches are often left to figure things out on their own, and the impact of coaching can be limited without a clear, research-based approach. The Art and Science of Teacher Coaching is a practical and reflective guide that centers on collaboration, trust, and student-focused growth. Blending research-based insights with vivid illustrations and adaptable strategies, this book empowers coaches and leaders to foster meaningful dialogue, deepen professional learning, and elevate teaching practice.

This accessible primer is an entryway to high-impact coaching practices. It provides a comprehensive look at the history and goals of coaching, how to build credibility, and the core skills that matter most. You will learn to:

- Build rapport and trust, ground conversations in evidence, guide reflective dialogue, and provide actionable next steps

- Integrate various coaching structures, including micro-coaching, short-cycle, and full-cycle coaching, to meet diverse needs

- Expand your practice from individual support to effective team coaching, fostering collective efficacy and aligning growth with school-wide goals

With strategies, self-assessments, sample prompts, and other practical resources, this illustrated guide will help you strengthen your impact and unlock the full potential of coaching as a force for authentic growth.

Autoren/Hrsg.

Fisher, Douglas

Frey, Nancy

Almarode, John T.

Faddis, Toni Osborn

Hansen, Taryl

Inhaltsverzeichnis

Dear Reader
About the Authors
About the Illustrator
Section 1: Where Coaching Begins
The History of Academic Coaching in Schools
A History of Limited Impact
Definitions of Coaching
Differing Roles in Coaching
Section 2: The Goals of Coaching
The Goals of Coaching: Building Expertise, Not Just Performance
Skills and Performance Improvement Require Deliberate Practice
Cues, Prompts, and Retrieval: Scaffolds for Learning and Performance
Section 3: Credibility in Coaching
Why Credibility?
Trustworthiness in Coaching
Competence in Coaching
Dynamism in Coaching
Immediacy in Coaching
Section 4: Coaching Skills
Validating and Expanding Coaching Skills
Connect ? Establish Rapport and Trust
Ground ? Use Evidence With Clarity and Neutrality
Engage ? Guide Thinking Through Conversation
Advance ? Provide Actionable Next Steps
Section 5: Coaching Models
Cycles of Coaching
Micro-Coaching
Short-Cycle Coaching
The COACH Framework: A Research-Based Guide for Short-Cycle Coaching Conversations
Full-Cycle Coaching
The Core Components of Full-Cycle Coaching
Annual Coaching Foundations Meeting
The Pre-observation Phase: Establishing Purpose and Clarity
The Observation Phase: Gathering Descriptive, Nonevaluative Evidence
Post-observation Conversation: Reflection, Analysis, and Refinement
Extending the Cycle: Analysis, Refinement, and Sustainability
Section 6: Coaching as a Team Sport
From Individual to Team Coaching
Designing Effective Structures for Team Coaching
Navigating Team Dynamics
Balancing Individual Growth With Collective Goals
Leveraging Feedback and Evidence for Teams
Aligning Team Coaching Within the System
Conclusion: Coaching as the Art and Science of Shared Growth
References
Index

Über Autor(innen)

Almarode, John T.
John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.

Hansen, Taryl
Taryl Hansen is a visual practitioner and the creator of Frame the Message Ink, LLC (framethemessageink.com). She is an associate trainer for Cognitive CoachingSM and holds a doctorate in teacher leadership and innovation from Arizona State University. Taryl has been trained by Thinking Collaborative and Grove Consultants International, leaders in the fields of learning and cognition. As a live graphic recorder and illustrator, Taryl works internationally to create vibrant and engaging visuals that bring essential elements to the forefront for learners, enhancing retention, driving engagement, and inspiring learners to collaborate in more meaningful ways.

Frey, Nancy
Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

Fisher, Douglas
Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.

Faddis, Toni Osborn
Toni Faddis joined Corwin as a full-time professional learning consultant in 2021. Before that, she was a bilingual teacher in elementary and middles schools as well as a Reading Recovery specialist before becoming a principal and principal coach in San Diego, California. In addition, Toni served as the Director of Equity, Access, and Leadership Development at the district level. Toni holds teaching and administrative services credentials in California and earned her doctoral degree in Educational Leadership from San Diego State University.

Toni is the co-author of Collaborating Through Collective Efficacy Cycles: Ensuring All Students and Teachers Succeed,PLC+ for Instructional Leaders, How Teams Work, and The Ethical Line, as well as numerous professional articles about adolescent literacy.