Coach development continues to be positioned as a 'problem to be solved' for national governing bodies (NGBs) with policy makers persisting in their quest to find an effective solution to bring about sustained change. Here, we suggest that coach development should instead consider a strength-based approach to change in an effort to build on…

The purpose of this mixed-method study is to examine if teachers are receiving effective feedback from their administrators and what school leaders can do to improve the feedback and coaching they provide. The conceptual framework that supports this study is based upon the research by Romano (2014), Ficke (2020), Tuma et al. (2018), and Nasatir…

We examined what and how experienced (mentor coaches) and novice coaches (coach participants) noticed as they analyzed a vignette of a coaching interaction between a coach and a teacher. We modified the van Es (2011) Learning to Notice Framework for a coaching context to analyze What and How coaches notice. We collected data from ten mentor…

School psychologists are often in the position to follow the lead of a supervisor in order to fulfill the district's mission and vision. At the same time, school psychologists can be considered leaders within the school building or district. School psychologists may focus on strengthening their leadership skills, but followership skills are…

This study of adventure sports learners expands on earlier work on adventure sports coaching. We examine learners' perceptions of their coaching and its effect on their self-efficacy and independence as adventure sports performers. We utilise a convergent mixed approach that deploys the Outdoor Recreation Self-Efficacy Scale, pre- and…

Academics in Higher Education are often expected both to teach and to research; this is a particular challenge for women both structurally and individually. Initiatives to address structural issues include AdvanceHE. Here, we focus on individual issues and report on the Programme for Women Achieving Excellence in Research, a theory-based…

This article describes experiences of a literary coach working with a first-grade teacher to make Pro-Black culturally relevant pedagogy foundational to the coaching relationship. Responding to the failure of mandated programs to support Black students' literacy proficiency and the success of culturally relevant pedagogies, they addressed the…

In an effort to scale success, many schools codify various practices to replicate them across schools. While such codification and replication can help scale success, scaling success often comes with numerous negative externalities such as a reduction of autonomy and burdens on successful educators. Based on real events and educators, this case…

A significant teacher shortage persists in K-12 education, with estimates of vacancies ranging from 36,000 to 52,000 across the United States (Nguyen et al., 2022). To tackle this issue many states have developed ways to boost the teacher supply, such as non-traditional licensure pathways. In Tennessee, one type of non-traditional educator…

Inquiry-based science instruction fosters critical thinking, problem-solving, and scientific literacy by engaging students in exploration, questioning, and reflective learning. However, implementing inquiry-based practices presents significant challenges for elementary teachers, who often balance multiple subjects and may feel less confident…

This conceptual paper describes the development of an adaptive intervention model for coaching, AIM Coaching. AIM Coaching is designed for middle-school instructional leaders to support teachers' implementation of evidence-based literacy practices within a Tier-1, school-wide literacy model. It is guided by a theory of change that links…

This study responds to a recent call on coaches' professional identity work through a socially contextualised lens. Coaches, as the freelancer, encounter complex working relationships with clients due to multiple contracting entities; yet coaches' identity work has been neglected in the extant training and development courses. A total of 36…

Semi-structured interviews were conducted to examine the perspectives of 11 job coaches who worked with employees with autism in supported employment programs. Responses were qualitatively analysed using thematic analysis, and three top-level themes emerged: (a) facilitating factors and (b) barriers from their experiences working with employees…

Coaches develop and use strategies to gain access to teachers' classrooms to support teacher learning and instructional improvement. These strategies respond to the specific conditions in which coaches work, including organizational structures and interpersonal factors that can either facilitate or impede access. In this interview study of 28…

Shared book reading is a well-established intervention for promoting child language and early development. Although most shared reading interventions have included children 3 years of age and older, recent evidence demonstrates dialogic strategies can be adapted for parents of infants and toddlers. The current study examines gains in parent…