Longitudinal academic advising (AA) and coaching programs are increasingly implemented in competency based medical education (CBME) to help residents reflect and act on the voluminous assessment data they receive. Documents created by residents for purposes of reflection are often used for a second, summative purpose--to help competence committees…

This teaching case study explores how two school administrators support whole-school performance improvement through professional development (PD). Wilson Elementary School has seen significant academic growth as measured by state assessments. The administrators attribute these improvements to the PD structures they have implemented which focus…

Traditionally, teacher candidate supervision models focus on evaluation rather than collaborative professional reflection. Through a university-district partnership, a new model was designed to disrupt this dynamic and draw on the expertise of practicing teachers to act as coaches. This case study describes the professional learning of novice…

Leadership coaching has been a means to build the capacity of leaders within the business community for numerous years (Bono et al., 2009). Over the last 10 years, leadership coaching has become an avenue to support professional development and capacity building for school leaders. Although the coaching concept is not new to the education field,…

This article explores how participation in a community of practice course aided negotiation between performer-educator identities among graduate students professionally active as studio teachers. Studio teachers may face isolation due to limited opportunities for professional development and the secluded nature of one-on-one instruction, and…

Behavior skills training (BST) with ongoing coaching is an effective form of professional development that creates sustained educator practice change and improves student outcomes. We provide a model for how BST can be used to improve the implementation of evidence-based practices with both teachers and paraprofessionals, the latter of whom often…

Caregivers are critical partners in early intervention service delivery; therefore, it is essential to ensure that early intervention practitioners (EIPs) have sufficient training in family-centered strategies to assist families with reaching targeted family and child outcomes. The triadic strategies from the Parents Interacting With Infants…

The six-phase model of cognitive apprenticeship (modelling, coaching, scaffolding, articulation, reflection and exploration) has been recognized as a useful and effective instructional method in educational research; however, only a few studies have investigated the structural relationships among the six phases at work. This study aimed to…

Despite the critical role of mentors in the preparation of preservice teachers, very little causal quantitative research has explored the effects of offering mentors professional development (PD) around how to coach and support their candidates. We conduct an experimental evaluation of a PD opportunity randomly offered to mentors within six…

Professional development looks to improve professional practices of education and to enhance the quality of programs in education settings. Researchers and practitioners study coaching as one of the professional development strategies to support learning processes and improve instruction, interactions, and overall development of teachers and…

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching paired with scripted supports on a paraeducator's use of shared book reading strategies. Indirectly evaluated were impacts on the expressive and receptive vocabulary…

Caregiver coaching in early intervention (EI) can lead to positive outcomes for young children with delays and disabilities and their families. In response to the COVID-19 pandemic, some EI providers reported coaching caregivers more frequently. However, EI providers' use of caregiver coaching is inconsistent, and there is a need for more…

Providing professional development to busy principals is an ongoing challenge for many school districts. Lynn Public Schools in Massachusetts and the nonprofit Center for Artistry and Scholarship (CAS) in Boston partnered to provide professional development to 16 principals in the district. Linda F. Nathan, Taarini Goyal, and Evonne Alvarez…

A non-concurrent multiple baseline design across four early intervention providers was used to examine functional relations between job-embedded professional development (PD), including practice-based coaching (PBC), and providers' fidelity of implementation of home visiting practices for embedded intervention. Four providers with one to two…

The article discusses the author's transformative journey, who transitioned from a traditional trainer to a passionate action learning coach through a series of personal and professional experiences. On top of that, the knowledge and experiences gained from action learning marked a pivotal moment, leading to a profound shift in the approach to…