How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching

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Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice. (2016, background): “…feedback, and opportunities to adapt newly acquired skills into natural classroom contexts (e.g., through coaching or consultation), are also necessary to achieve desired experiential and learning outcomes (Cooper, 2003; Denton & Hasbrouck, 2009; Mangin & Dunsmore, 2014; Neuman & Cunningham, 2009).”
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “…these studies and books typically focus on coaches working with individual teachers; however, several researchers have suggested that one-on-one coaching alone may not build collective capacity, an important aspect of school improvement (Lord, Cress, & Miller, 2003, 2008; Mangin & Dunsmore, 2015).”
Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era (2017, background): “The coach’s role is not yet institutionalized; it varies across states, districts, and even within schools (Deussen, Coskie, Robinson, & Autio, 2007; Mangin & Dunsmore, 2015).”
Instructional Coaching as High-Quality Professional Development (2017, background): “Studies on these major initiatives draw correlations between coaching and increased student outcomes, as measured through standardized testing (Mangin & Dunsmore, 2014).”