Coaching for Impact

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.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.Tyler Wayne Gilbert is an Instructional Coach for a large Central Valley of California district, an education consultant, and a San Diego State University doctoral student pursuing an Ed.D in Educational Leadership. He is dedicated to helping all learners feel seen, heard, valued, and, most importantly, noticed through research-backed practices and intentional instructional design. Tyler was a former elementary educator. He currently supports sites, leaders, individual teachers, professional learning communities,  instructional leadership teams, and climate and culture teams. He is also a member of a personalized learning initiative. Tyler loves being an educator and aspires to share that passion with others.  Emily Brokaw is a Campus Coordinator in Dallas, Texas where she leads her campus′s work with Assessment for Learning and helps to create the conditions for all students to become lifelong learners! Prior to this role, she was a High School Social Studies teacher for six years. She has a Masters in the Art of Teaching from Texas A&M University-Commerce and is currently pursuing a Masters in Urban Educational Leadership from SMU. Emily has also authored blog posts on Corwin Connect: Corwin Connect: Empowering Students as Questioners-A High School′s Journey. 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.

Instructional coaching significantly accelerates the transfer and implementation of what works best in teaching and learning, so learning and applying what works best in instructional coaching makes sense. Anchored with key coaching concepts followed by actionable tools and rubrics, this resource illuminates clear pathways for successful coaching that accelerate teacher and student learning!

• AcknowledgmentsAbout the AuthorsIntroductionImpact RubricsHow to Use the Coaching for Impact FlipbookCoaching MisconceptionsSection 1: Teacher CoachingLearning Intention and Success Criteria1: Why Coaching?2: Defining Instructional Coaching3: Visible Learning+: Instructional Coaching4: Principles of Teacher Learning5: Diminishing the Impact of CoachingSection 2: Coaching for ImpactLearning Intention and Success Criteria1: Models of Instructional Coaching2: Changing Teacher Practices and Beliefs3: Coaching for Impact: A Model That WorksSection 3: Coaching FoundationsLearning Intentions and Success Criteria1: The Importance of TrustSection 4: Coaching SkillsLearning Intention and Success Criteria1: Coaching Through ConversationsSection 5: Clarifying Coaching GoalsLearning Intention and Success Criteria1: Initiating Coaching2: Coaching for Different Levels of Teacher Learning3: Establishing Context4: Creating Coaching Goals5: Strategic EnrichmentsSection 6: Generate Evidence for LearningLearning Intention and Success Criteria1: Conversation Maps2: Fostering Teacher Expertise Through Learning3: Follow-UpSection 7: Sustaining Coaching for ImpactLearning Intention and Success Criteria1: Aligning Coaches and Administrators2: Creating Systems for Coaching3: Facilitating Coaches’ Learning4: Meta-Coaching5: Evaluating Coaching for ImpactConclusionReferencesIndex