Effective Coaching Page 1

Effective Coaching: Instructional Coaching Implementation

Action Research Manuscript

Ashley Favors-Daniels

Kennesaw State University

Dr. Erin Adams

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Abstract

In the world of education, there is a problem with educational professionals applying new

practices learned through training or professional development. Educators are finding it challenging

to adopt evidence-based practices after they receive training on these practices. This problem called

transfer of training is significant to examine for educators in urban settings. In these urban settings,

teachers proclaim that they feel unprepared to teach in diverse classrooms, and students are

performing under grade-level academic expectations. In efforts to resolve this problem, schools

across the country have adopted instructional coaching. Instructional coaching is a type of ongoing

professional development grounded in day-to-day teaching practice to enhance teachers’

instructional practices. Instructional coaching may help teachers overcome the issue of transfer of

training.

The definition, components, and importance placed upon instructional coaching are different

depending on the context of the school. This study examines the implementation of instructional

coaching to enhance teachers’ competence through a partnership involving training and coaching

that leads to the useful application of evidence-based instructional practices. This study question

components used to produce instructional coaching compared to a model of instructional coaching.

A qualitative study will be used as the research design of this proposal. The study goal is to

examine interview data from teachers, instructional coaches, and administrators to gain a better

understanding of the impact of an instructional coach on teacher instructional success and student

achievement as well as the factors of effective coaching. The information gathered from this study

will help inform urban schools about effective coaching and help re-design the role of instructional

coaches in urban schools.

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Introduction

The United States student population is becoming increasingly more diverse, and the

students who attend public school struggle academically (Teemant, 2014). A teacher may be

unqualified to meet the needs of these struggling students. Researchers have shown that schools

located in urban areas have challenges of attracting and retaining the essential number of effective

teachers needed (Jacob, 2007). In urban areas, many teachers discover that the training during their

collegiate experiences is not a complete reflection of the experience in a complex and dynamic

classroom. As a result, teachers understand that they need additional training to meet the demands

of these complex classrooms and the needs of their unique students. This understanding causes

teachers to be open to and seek ongoing professional development. Research has identified ongoing

professional development as a fundamental component for increasing teacher competence, which is

then expected to improve student academic outcomes (Teemant, 2011). Teacher professional

development has become a common thing for schools, and school districts are willing to spending

money on professional development. According to Shulam (1988), professional development is

created to improve educators’ understanding of the subject in which they teach as well as the

methods used to educate students on that subject. Ultimately, if there is an increase in teacher

competence, there will be an increase in student achievement levels.

There are different models for ongoing professional development, but instructional coaching

creates more positive gains in teacher instructional skills than the traditional forms of professional

development according to research (Teemant, Leland, & Berghoff, 2014). Instructional coaching

has been accepted across the nation as a form of professional development for teachers. However,

there is a need for more exploration of the reality of how coaching is being implemented as well as

identifying critical components of effective coaching. The National Center for Systemic
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Improvement (2019) suggests that how a program, practice, or innovation is put into place impacts

the degree to which we can expect that innovation to achieve its intended goals. In the same notion,

it is imperative to focus on how instructional coaching is implemented because the implementation

affects the level of teacher and student success. Due to the unique needs of each school district,

instructional coaching is rarely the same from one school district to the next (Hartman, 2013). It is

common knowledge that the quality of professional development changes among different schools.

National studies identify effective professional learning as a critical component of school success

(Green & Allen, 2009). However, there exists a failure to guarantee educators are provided effective

professional education. Low-quality professional development prevents teachers from obtaining the

other skills they need to be a successful teacher. The purpose of this study is to determine how

instructional coaching is implemented at a local school and provide strategies that can help make

instructional coaching more effective

What I’ve Learned from Distant Colleagues

Coaching

There are various definitions of coaching in education. One researcher expresses coaching

as “different things to different people” and “simply knowing” (Denton & Hasbrouck, 2009, p.

155). Another researcher stated that “in education, most describe the role of coaching as inherently

multifaceted and ambiguous” (Gallucci et al., 2010, p. 920). Schools are implementing coaching all

over the country, but there is a lack of explanation of how those coaches are spending their time.

However, there is some general correspondence among the various definitions of coaching, like

coaching being an extended form of professional development because coaching is a job-embedded

role (Teemant, 2014).

In addition to the different definition, coaching differs from the type of training given to

educators. Typical, the most common form of training is given through a workshop model where

participants receive some one-on-one time and small group instruction outside of the classroom
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environment. After the training, educators are expected to apply and implement the elements

learned during their preparation, and most of the time educators are expected to master this

implementation with no ongoing support or proper follow-ups. Generally, in education, coaching is

a one-to-one conversation that focuses on the enhancement of learning and development through

increasing educators' self-awareness as well as a sense of personal responsibility. The coach

promotes the self-directed learning of the teachers through questioning, active listening, and

appropriate challenge in a supportive and encouraging climate. (Knight & van Nieuwerburgh, 2012,

p.12).

The definitions, mentioned above, reflect only one aspect of coaching, which is specialist

coaching. When evaluating research on coaching in education, it is essential to have the ability to

distinguish the type of coaching program that has been put into place. as any of the following

examples may be referred to as “coaching.” The three types of coaching are (1) mentoring, where

experienced colleagues support other colleagues in their field through career transitions; (2)

specialist coaching is designated coaches, like instructional coaching or literacy coaching, that focus

on interventions to develop educational practices; and (3) collaborative coaching or co-coaching,

where peer educators participate in a reciprocal process (Knight & van Nieuwerburgh, 2012). The

following section will focus only on specialists or instructional coaching in the schools.

Instructional Coaching

A form of a specialized coach is the instructional coach. Instructional coaching is an

enhanced form of professional development in that it provides intensive, individualized guidance to

teachers to implement research-based, effective practices in the classroom with efforts to improve

student achievement. According to Teemant (2014), instructional coaching focuses on improving

classroom instruction through intensive and differentiated support that allows teachers to implement

effective practices. Mangin & Dunsmore (2014) states that “regardless of the particular model,

instructional coaching is understood to build the potential for improvement in instructional practices
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and change through learning opportunities that facilitate change” (Mangin & Dunsmore, 2014, p.

183). Similarly, instructional coaches are partnered with educators to help them integrate research-

based instructional strategies into their daily teaching practices. Although the above descriptions

define instructional coaching, they do not explain the duties of the coaching positions. In the work

of Killion (2009), ten roles that coaches often have to fulfill are identified. It is essential to notes

that these ten roles are not required to implement instructional coaching effectively, but these are

the types of activities coaches may be asked to complete at their local school. Besides, having a

small range of roles for instructional coaches allows them to focus their work more intensely on

tasks that have a high potential of impacting educators' practice that will lead to a positive impact

on student learning.

Identifying these ten roles will help encourage coaches to be more purposeful when

choosing responsibilities. Coaches need to select duties that will be most impactful in their school

environment. Killion (2009) states, “when coaches’ work is so expansive, the potential exists that

coaches will take on too many roles, which can dilute the impact of their work” (p. 9). The ten roles

consist of data coach, resource provider, mentor, curriculum specialist, instructional specialist,

classroom supporter, learning facilitator, school leader, a catalyst for change, and learner. Given the

range of roles that coaches have been required to fulfill, coaching activities can change widely

between coaches, between schools, and within an individual coaches’ practice. The responsibilities

of a coach may not get adjusted throughout this study, but they need to adapt to the developmental

needs of the educators they are supporting. According to Toll (2009), many of the roles listed above

are already filled by other colleagues in the school, and because of this, a “fresh alternative”

approach to instructional coaching is necessary. The alternative method suggests that coaches focus

on collaborating with teachers, like co-teachers, by first listen and learn from teachers, then helping

them set goals, and helping them plan for action (p. 59). Instructional coaches must see their

relationships with teachers as a partnership, which allows them to sincerely provide job-embedded
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professional development instead of acting more as supervisors or technicians. Instructional

coaching starts with teachers’ needs, interests, and questions, then through teacher reflection,

supports teachers in gathering information and making informed instructional decisions” (Toll,

2009, p. 59).

Elements of Effective Coaching

The conditions discussed in this section have been suggested as being essential elements of

instructional coaching. These components can be applied if coaching is understood as a partnership,

job-embedded professional development, and an effective way to influence teacher and student

outcomes. However, is it noted that many of the suggested components are considered necessary

based on the observation and treatment of actual patients instead of theoretical or laboratory studies.

One element of effective coaching is adequate time. When implementing any form of intervention,

like coaching, providing sufficient time as well as making sure to maintain consistency throughout

the implementation is critical to the integrity of the intervention. The number of times coaches

spend with teachers is a crucial factor in changing teacher behavior (Piper & Zuikowski, 2015). As

many educators have express, there are big-time barriers that exist in public education. These time

barriers can get hinder effective coaching. In the work of Shernoff (2015), reports were given by

teachers and coaches stating that their schedules are unpredictable due to last-minute scheduling

conflicts and impromptu meetings or training.

Similarly, in the work of Knight (2009), a trainer and researcher of school-based coaches

discussed the conflict instructional coaches with being asked to complete so many non-instructional

tasks that they have little time left to work with teachers (p. 50). Without adequate time for coaches

to meet with teachers, coaches tend to coach on the fly, which means coaches try to conduct their

vital work during liminal moments with limited discussion instead of formal conferences where an

in-depth conversation on teacher practice may be had (Shernoff et al., 2015). During the coaching

process, teachers need to experience coaching activities like setting goals, witness modeling, and
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receiving formal feedback. According to Rodgers (2014), there are four factors for evaluating the

quantity of coaching that occurs. The first factor is “repetition,” which is the number of coaching

cycles in which the teacher and coach work together. The second factor is “intensity,” which is the

amount of energy or focus a coach puts into coaching. The third factor is “duration,” which refers to

the amount of time and effort spent on any one coaching event. The last factor is “engagement,”

which refers to the level of willingness a teacher put into the coaching process. Teachers are not

experiencing these factors enough due to lack of time.

Another element of effective coaching is evidence-based practices. Knight (2009) states that

“coaches need to have a repertoire of tools to help them assist teachers in addressing their most

pressing concerns” (p. 51). Instructional coaches must have scientifically proven practices, such as

evidence-based practices, to share with teachers to have an impact on the way teachers teach.

Evidence-based practices are research-based or empirically-supported practices, strategies, or

programs intended to impact outcomes in specific areas (Shlonsky & Gibbs, 2004). Evidence-based

practice is vital for the focused content of effective instructional coaching. Also, evidence-based

practices can be described as “practices and programs shown by high-quality research to have

meaningful effects” (Cook & Odom, 2013, p. 136). The relationship between evidence-based

practices and coaching has a two-way connection meaning both components can be used to improve

and enhance the other. When instructional coaches use evidence-based practices as a focus, it gives

supplemental benefits that create a model and common language. Coaches should have a variety of

evidence-based practices they can expose to other teachers. Instructional coaches with the necessary

tools are equipped to help teachers in classroom management promptly.

Sadly, coaching methods are hardly looked at critically by research. Usually, coaching

practices are compared to a no-coaching way instead of being compared to an experimental

condition using different coaching procedures (McDowall, 2012). Nevertheless, a study conducted

by Knight and Cornett (2008) identifies seven practices that are the most approaching standard of
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being evidence-based for instructional coaching. The seven practices are teacher enrollment,

collaborative planning, modeling the lessons, observing the teaching, teacher-directed post-

conference, collaborative data exploration, and providing continuous support.

Coaching as a Professional Development

Vygotsky's theory of learning supports coaching as an alternative to traditional professional

development and as a means of acquiring knowledge and skills for improving job performance

(Lynch & Ferguson, 2010). Coaching, as a form of professional development and training, offers

learning that is fundamentally social and collaborative in addition to participants taking an active

role in their knowledge (Lynch & Ferguson, 2010. Besides, job-embedded learning experiences

give an alternative to formal education for teachers to gain the required expertise they need to

develop sound teaching practices. Mintzberg defined and promoted coaching as a catalyst for

producing an improved performance in employees in the general workforce (Hagen, 2012).

Initially, coaching was required only for those that were considered deficient in specific areas.

Eventually, coaching became a training model used to improve the overall organization; however,

in many instances, it is still used primarily to improve perceived deficiencies (Hagen, 2012). Since

coaching is a developmental practice, it became increasingly popular in the business world creating

definitions of the term in numerous publications. These definitions have common concepts of

individualized guidance and encouragement using some intervention processes for performance

improvement through knowledge acquisition, as well as improved effectiveness through refined

skills (Hagen, 2012; Lynch & Ferguson, 2010). Coaching is often overlooked as a viable means of

personal development, even with its popularity as a means of improving the organizations.

Merriam et al. (2007) conducted a comprehensive review of the literature on adult learning but did

not discuss their methods of selecting and identifying empirical studies. However, a considerable

amount of empirical research was included in the extensive review. Educators were the intended

audience for Learning in Adulthood and it was organized as a resource for practitioners as well as a
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textbook for college education courses (Merriam et al., 2007). In the body of work, there are

numerous studies cited by the authors that showed the primary motivation for adult learners, which

is job training (Merriam et al., 2007, p. 62). In addition to the author citations, the authors

highlighted empirical research that indicated adult education must take into account adults’ need for

self-direction and independence in a discussion of Malcolm Knowles’s theory of andragogy,

teaching strategies for adult learners, (Merriam et al.,2007, p. 85). However, the authors cited

inconclusive results in studies that set out to determine whether achievement and satisfaction are

impacted by the adult learner’s role in the planning of his or her learning (Merriam et al., 2007, p.

90).

Coaching for School Reform

Schools experiencing reform have enrolments that may be difficult for various reasons.

Numerous high-profile charity organizations have focused their efforts on improving student

performance and improving public education, although their efforts being controversial and have

not efficiently enough accomplished their reform goals consistently (see VanSlyke-Briggs, Bloom,

& Boudet, 2015;). Also, educational policies have hurt classroom practices, which fails to make a

difference in the classroom. In the work of Cobure & Woulfin (2012), they examined educational

policy reform and found that policy reform to be skeptical about the level of intent of the policy to

reach the classroom” (Coburn & Woulfin, 2012, p. 5). Regularly, schools are subjected to reform

policies, which leads attitudes that lead to reduced staff buy-in. This reduction in but-in affects the

teachers' willingness to support reform policies placed in their school (Knotek, 2005). Pyle, Wade,

Wooley, & Hutchinson (2011) identified the following best-practice to help conquer these barriers

to systemic change. There has to be strong leadership, including teachers in decision making, and

providing opportunities for collaborative problem-solving.

As a means of reform, Barnett (2004) advocated for a combination of formal education

requirements and demonstrations by coaches. A goal of the preschool instructional coach is to

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improve the quality of experiences in the preschool classroom. High-quality programs are

associated with higher child outcomes (Mashburn & Pianta, 2007). Coaching provides professional

development and training on topics related to improved quality, such as the learning environment,

teaching strategies, effective practices, curriculum planning, child screening and assessment, and

behavior management. Also, the partnership developed between teacher and coach refines the

method of teaching through a deeper understanding of research-based knowledge. Instructional

coaching should enhance a teacher’s self-reflection skills so that she or he can determine what does

and does not work with students to facilitate better learning (Skiffington et al., 2011).

In the work of Peterson et al., 2009, this idea was implemented by a qualitative study,

including 24 schools in the Minnesota Reading First Professional Development Program. The

interactions among teachers and coaches was examined to identify what components of their

conversations and were viewed as most effective (Peterson et al., 2009). The researchers

discovered from observing coaching conversations among teachers and coaches that in addition to

using research to increase understanding of effective practices and student outcome analysis,

teachers made changes to their instruction when they participated in thoughtful feedback using

detailed data from video and observation notes (Peterson et al., 2009). This factor gives a reflection

of coaching as a mechanism to support the implementation of evidence-based practice. Although,

teachers expressed the benefits of other styles of support. Providing instrumental and emotional

support normalized the struggles teachers faced in changing their instructional practices as well as

improving teacher confidence. For example, technical support was deemed as necessary but

insufficient given the school context and classroom challenges” (Shernoff et al., 2015, p. 17).

Piper and Zuilkowski (2015) showed cause for coaching for changes in student outcomes by

theorizing that “high-quality teacher professional development gives changes in pedagogy, which

result in improvements in student outcomes” (p. 174). Although, they hypothesize that teacher

beliefs and attitudes would not change until after teachers were able to see these changes to student
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outcomes. The instructional coach, therefore, provides the essential support teachers would need to

adopt new teaching practices before teacher buy-in for the instructional change(Piper & Zuilkowski,

2015). This teacher buy-in would develop after teachers' efforts were rewarded with success among

the students.

The body of literature shows that teacher professional development has become a common

thing for schools, and school districts are willing to adopt new forms of professional development.

The research points out that professional development is created to improve educators’

understanding of the subject in which they teach as well as the methods used to educate students on

that subject. Ultimately, if there is an increase in teacher competence, there will be an increase in

student achievement levels. There are different models for ongoing professional development, but

instructional coaching creates more positive gains in teacher instructional skills than the traditional

forms of professional development according to the research. Instructional coaching has been

accepted across the nation as a form of professional development for teachers. The study has

identified ongoing professional development as a fundamental component for increasing teacher

competence, which is then expected to improve student academic outcomes. However, there is a

shortage of research on coaching as a means of professional development. Observed evidence is

inconsistent and inconclusive relative to methodology and conclusions. Also, there is a lack of

observed evidence concerning the perspectives of administrators, instructional coaches, and

teachers on instructional coaching. However, the findings of the studies indicate positive attitudes

by participants towards coaching as a means of professional development. Though there is

extensive variation in the types of coaching models being implemented nationally, the support of

teachers to put in place effective practices to improve teaching strategies is a common motivation.

There is also a scarcity of empirical evidence regarding the perspectives of teachers on instructional

coaching.

Clarifying My Action Research Project

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The participants in this study will be convenience selected from a group of staff members a

part of the math and English department based on convenience. “Convenience sampling is a type of

nonprobability or nonrandom sampling where members of the target population that meet certain

practical criteria, such as easy accessibility, geographical proximity, availability at a given time, or

the willingness to participate are included for the purpose of the study.” (Etikan, Musa, Alkassim,

2016, p. 2). Four classroom teachers (two math and two English), two instructional coaches (one

math and one English), and two administrators will participate in this study. Teachers, coaches, and

administrators play significant roles and include essential stakeholders in the coaching process.

Therefore, including each of these roles will allow for a complete picture of the coaching process.

The four teachers participating in this study have been teaching their current content-subject for at

least three years at this current school. They have been a part of a professional learning community

and received professional development from the instructional coaches in this study. The

instructional coaches and administrators in this study have been in the current roles at this school

for at least three years.

The purpose of this project is to identify the structures and strategies that make instructional

coaching useful. This research examined instructional coaching that is occurring at a local high

school in Marietta, Ga, from January 2020 to March 2020. Instructional coaching is one of the

action steps in the school’s Title I plan. The instructional coaches were put in place to help facilitate

collaboration communities and provide professional learning to increase the mastery scores on the

state End of Course test. Collection and analysis of open-ended interview data were used to evaluate

the implementation of instructional coaching and to identify specific components that support and

constrain the coaching process. The majority of the studies, unlike this study, limited their

collection of data to only one particular group of educational professionals like teachers,

instructional coaches, administration, OR students. The sample of participants in this study

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contrasts with other studies by collecting data from three different groups of educators. This

qualitative study has the following research questions:

 What are the perspectives and experiences of teachers, coaches, and administrators with

instructional coaching?

 How do teachers, coaches, and administrators describe the impact of instructional coaching

on their work?

 What factors of instructional coaching do teachers, coaches, and administration describe as

effective or ineffective?

This study is delimited to those factors that were relevant to the study, such as the number of high

school teachers who have participated in instructional coaching through the Cobb County School

district and who will volunteer to participate in the study. Also, the study is limited to instructional

coaching and not mentoring or executive coaching. Since the research involves interviews, time will

be considered a limitation because interviews take a reasonable amount of time that might not be

readily available to the interviewer or interviewee. Besides, time constraints are limited because of

the unpredictable school calendar and scheduling conflicts. Administrators, instructional coaches,

and teachers had limited days to work together. The study can become more ethical by increasing

the population from a local school to two or three other schools in the same district that are different

(socially, demographically, and other cultural legacies) or the same as the current school of this

study. Using a large and diverse population can allow for a greater insight into instructional

coaching from different perspectives over the district, the need for instructional coaches, and how

instructional coaching is implemented in different parts of the district.

The Roadmap of My Action Research Project

To begin the action research process, the research team contacted, through email, the

principal of the participating school. This email informs him of the proposed research work that

could be completed at his school. Also, the email asked the principal for verbal permission to begin
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scheduling team meetings and interviews with teachers, instructional coaches, and administrators.

The principal responded to the email and gave his approval to conduct research.

During the first team meeting, the team met to establish norms of trust, communication, and

introduction to the project. Each teacher completed an Instructional Coaching Survey (see

Appendix A). The survey focused on each member rating their current knowledge of instructional

coaching, their understanding of the meaning of coaching or instructional coaching, their awareness

of the coaching process at their school, and believes on the impact of instructional coaching. This

information can help determine which methods to use in the professional learning plan. Also, the

survey helped determine if teachers are interested in collaborative lesson planning with their PLC

(professional learning community) members. This strategy can help teachers move away from the

traditional style of teaching. The survey revealed that most of the teachers need to learn more about

coaching and instructional coaching. Based on the results of the survey, 100% of the teachers

disagree that they have a strong knowledge of coaching, and 25% of the teachers disagree that they

have a strong knowledge of instructional coaching. However, 100% of the teachers agree or

strongly agree that they have a relationship with their instructional coach.

Over the next four to six weeks, the team focused on multiple aspects of the project. First,

the team participated in professional learning on action research and the elements of the literature

review. The team formed an understanding of instructional coaching by studying professional

literature and other sources that explain the purpose and process of instructional coaching. To attack

this need, the faciliatory utilized the “Say Something!” protocol. This protocol is used when

participants are asked to read and make meaning from a text during a professional learning

community meeting. Also, this protocol supports individual learning by promoting short dialogue

points throughout the reading, as well as at the end through whole group dialogue.
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Secondly, the team collaborated on the creation interview questions and the interview

protocol (Appendix B, C, & D). Semi-structured questions were used based on the research

questions. These questions can provide the interviewer and the interviewee with some format as

well as a guide to facilitate the responses, but there will be room for the participant to elaborate. The

interviewer can simplify answers, and the interviewee can clarify questions, which is not possible

with a questionnaire. Semi-structured questions are more time-consuming in carrying out the

interview as well as analyzing the data collected from the conversation. These interviews were

conducted on a one-to-one basis instead of a small group. Also, the participants discussed others

within their interview which can cause an uncomfortable feeling when having this discussion in

front of other colleagues. One-to-one, face-to-face interviews were used instead of interviews

conducted over the phone. Unlike telephone interviews, non-verbal communication can be

observed, and a special relationship can be developed. Even though this method will be time-

consuming, useful information should be gained as lots of information can be gained non-verbally.

Thirdly, the team discussed the scheduling of interviews and interview instruments.

Interview schedule agreements were made through email correspondence. The agreement includes

scheduling interviews with the teachers, coaches, and administrators during the provided

professional development and planned time that happens directly following each school day. If the

time frame was not suitable for the interviewer or interviewee, arrangements were made to select

another time frame that is convenient for all parties involved (possibly during the workday).

Interviews were recorded on a protected digital device (smartphone, tablet, and other devices). At

the closing of each workday, the meetings' audio files were uploaded to a password-protected

laptop. The audio files were removed from the digital recording device immediately after the upload

is complete. Once the audio files are transcribed, they were deleted.

Lastly, analysis of the interview data was completed using a constant comparison approach,

which is rooted in grounded theory. According to Leech & Onwuegbuzie (2011), this approach is
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particularly suitable for addressing process-oriented questions, such as the questions in this study

about the process of instructional coaching, and to answer common questions about the data. The

constant comparison method creates theory by coding the content of (e.g., interviews) numerous

times. The previous coding in the sample will inform later coding. Each round of coding combines

the information into more meaningful units that allow themes to be detected. The coding of

transcripts occurred through a process that has three phases. The first phase involves line-by-line

coding by reading the transcriptions, and each sentence is described in a few keywords for its main

idea or thought. In the second phase, axial coding took place which involves comparing the line-by-

line coding of each interview to the coding of the other transcripts. During this process, the team

members combined descriptions and ideas into themes. The third phase involves evaluating themes

to determine whether they would be included in the final analysis. Topics were selected for the final

analysis if they are endorsed by at least 20% of the sample. Themes that are supported by fewer

than 20% of the respondents would not be included in the final analysis unless they represented a

point of view that added further clarity to the themes already present. Once coding is completed,

themes are going to be compared to an existing conceptualization of instructional coaching (this

step was interrupted by COVID-19).

The Story of My Action Research Project

After completing the coding analysis, twenty-two themes were identified from the eight

participants’ interviews. These themes are organized in order from the highest frequently validated

topics to the least validated themes as well as labeled correspondingly. The name of each theme, the

frequency count, percentage of total respondents, and who endorse each theme, is included in Table

1. Based on the analysis of interview data, identified themes have been selected to addresses each of

the three research questions.

Table 1.

Validation rates of identified themes, by participants role

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Total Administrators Coaches Teachers

Frequency Percent Frequency Percent Frequency Percent Frequency Percent
Theme 1: Adequate Time 8 100% 2 100% 2 100% 4 100%
for Coaching Process is a
Barrier
Theme 2: Clear Expecta- 8 100% 2 100% 2 100% 4 100%
tions/Vision is an effective
factor of Coaching

Theme 3: Un-clear Expecta- 8 100% 2 100% 2 100% 4 100%

tions/Vision is an ineffec-
tive factor of Coaching

Theme 4: Participants Have 8 100% 2 100% 2 100% 4 100%

Positive Perceptions of Ad-
ministrators, Coaches, &
Teachers
Theme 5: Coaches Devel- 8 100% 2 100% 2 100% 4 100%
oped Positive Relation-
ships with Teachers

Theme 6: Some Teachers’ 8 100% 2 100% 2 100% 4 100%

Attitudes, Beliefs, & Mind-
set Hindered Coaching

Theme 7: Some Teachers 8 100% 2 100% 2 100% 4 100%

Lacked Buy-in and Resist
the Coaching
Theme 8: Teachers Used 7 88% 2 100% 2 100% 3 75%
Skills Developed with
Coaches during Classroom
Instructional Time

Theme 9: Students Im- 6 75% 0 0% 2 100% 4 100%

proved in Content Area as
a Result of Coaching
Theme 10: Teachers 6 75% 0 0% 2 100% 4 100%
Adopted New Teacher
Practices and Developed
New Teaching Skills
Theme 11: Teachers Ex- 6 75% 0 0% 2 100% 4 100%
pressed an Increase in Con-
fidence
Theme 12: Coaches Provid- 6 75% 0 0% 2 100% 4 100%
ing Physical Materials to
Teachers is Considered
Beneficial
Theme 13: Students In- 6 75% 0 0% 2 100% 4 100%
crease in Confidence as a
Result of Coaching
Theme 14: Coaches were 6 75% 2 100% 0 0% 4 100%
Viewed as Experts
Theme 15: Students Were 6 75% 0 0% 2 100% 4 100%
More Engaged in their In-
struction as a Result of the
Coaching
Theme 16: Coaches Sup- 5 65% 0 0% 2 100% 3 75%
port using Progress Moni-
toring is an Effective Factor
of Coaching
Theme 17: Coaches Ad- 4 50% 0 0% 2 100% 2 50%
dressed Classroom and Be-
havior Management
Theme 18: Teachers De- 4 50% 0 0% 0 0% 4 100%
scribed Coaches as Sup-
portive
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19

Theme 19: Coaches Re- 4 50% 2 100% 2 100% 0 0%

ported Having an Over-
whelming Workload
Theme 20: Building 4 50% 0 0% 2 100% 2 50%
Teacher Leaders is an ef-
fective Factor of Coaching

Theme 21: Inconsistent Im- 3 38% 0 0% 2 100% 1 25%

plementation is an ineffec-
tive factor of Coaching

Theme 22: Administrators 2 25% 2 100% 0 0% 0 0%

Saw Their Role as Setting
Expectations and Ensuring
Adequate Time was Pro-
vided for Coaching Activi-
ties

Research Question 1: What are the perspectives and experiences of teachers, coaches, and

administrators with instructional coaching?

Participants reported similar perspectives and experiences as well as the difference in their

experience, given their level of responsibilities. All participants expressed that the relationships

among the administrators, coaches, and teachers are positive (Theme 5) and they all have positive

perceptions of each other (Theme 4). For example, when describing the relationships with her

instructional coach, Administrator #1 explained, “My relationship with my instructional coach is the

opposite of top-down. I respect her knowledge and skillset with teachers (Theme 14). We have a

two-way relationship where we work as a team”. Similarly, Instructional Coach #2 states, “My

administrator and I have a collaborative relationship that allows us to be on the same page before

start implementations with teachers”. All participating teachers expressed that they have positive

and supportive relationships with administrators and instructional coaches (Theme 5 and 18).

Teacher # 4 stated, “I would say our relationship (with administrator) is a good supportive

relationship. She supports me with good feedback and morale booster”. Similarly, Teacher #3

explained, “I’m the type of person that has a hard time trusting people, but I trust my coach. We

have a trust relationship because I know she has my best interest in mind”. In addition to the

positive perceptive and relationships, all participants stated that the instructional coaching process

needs more time than currently given (Theme 1).

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20

In terms of experience with instructional coaching, teachers have developed and

implemented new teaching practices (Theme 8 and 10). Teacher #1 stated, “My coach helped me

realize that I was spending too much time at the board. To help with this issue, my coach introduced

me to daily drills and tasks that are student-driven”. Similarly, Teacher #2 explained, “I was having

issues with helping students monitoring their learning during class and my instructional coach

showed me how to use learning targets in my daily lesson that help students monitor their

progress.” All participating teachers testified that students’ engagement increased (Theme 15) after

adopting new teaching practices, which, in turn, help improve student results (Theme 9). For

example, Teacher #1 stated, “I experienced a higher level of engagement during the daily drill

section of my lesson because my coach helped me make the drills interactive.” Teachers have

become more confident in teaching their content area (Theme 11) as a result of coaching. This

increase in teacher confidence was reported from instructional coaches and teachers. All responding

teachers commented on a change in confidence due to students improve after implementation and

coaching support. Regarding administrators and coaches' experience, both have expressed that

instructional coaches have an overwhelming workload (Theme 19). Instructional Coach #2 stated,

“My workload is too heavy. I don’t have a set schedule. My schedule depends on how the day is

going. Normally, my schedule is full of meetings (department, PLC, Tile I,…), preparing

professional development, and meeting deadlines for Title I budgets. All of this causes me to have

less time working with teachers in the classroom”.

Research Question 2: How do teachers, coaches, and administrators describe the impact of

instructional coaching on their work?

The impact of instructional coaching on teachers’ work is very similar to the response for

teachers' experience of instructional coaching. All participating teachers describe the effect as

improvement in student achievement levels (Theme 9), increase in student engagement (Theme 15),

increase in student confidence (Theme 13), adopting new research-based practices (Theme 10), an
Effective Coaching Page
21

increase in teacher confidence (Theme 11). All participating coaches describe the importance of

modeling strategies or providing teachers with materials (Theme 12), supporting teachers through

continuous monitoring (Theme 16), and building teacher leaders. Instructional Coach #1 stated,

“The biggest change in teachers that I have observed as a result of coaching is becoming a teacher

leader within the department. In my opinion, I believe creating teacher leaders should be one of the

main priorities for instructional coaches”. Overall, participants expressed only positive impacts of

instructional coaching.

Research Question 3: What factors of instructional coaching do teachers, coaches, and

administration describe as effective or ineffective?

There are six factors that the participants identified as effective factors of instructional

coaching. First, the administrators and teachers described both coaches as supportive,

knowledgeable, trustworthy, excellent communicators, and collaborative (Theme 4). These positive

attributes enhanced the effectiveness of their instructional coaching. Second, coaches and teachers

described the relationships as positive relationships with each other (Theme 5). Third,

administrators set expectations and provided time for coaching activities (Theme 22). Administrator

#1 explained, “The leadership team decided to implement common planning for the four main

content areas to give teachers and instructional coaches time to collaborate.” Fourth, each coaching

sessions are well organized, and expectations were clear (Theme 2). Fifth, coaches aided in progress

monitoring (Theme 16). Coaches (100%) and teachers (75%) reported that weekly monitoring was a

significant benefit for them. Teacher 1 stated, “At the end of each week, she gives individual

feedback based on her walkthrough observation, which is very encouraging and helpful for future

adjustments.” Also, coaches expressed that this progress monitoring should have been done by

teachers as well, but it allows coaches to determine where teachers are and their growth over time.

Lastly, coaches addressed classroom and behavior management (Theme 17). This behavior support
Effective Coaching Page
22

was provided by giving feedback to teachers (50%) on classroom and behavior management

strategies, or by coaches modeling techniques themselves.

There are three factors that the participants identified as ineffective factors of instructional

coaching. First, the participants (100%) expressed that not having clear expectations or vision

among all parties (administrators, coaches, and teachers) is an ineffective factor of instructional

coaching (Theme 3). Instructional Coach #1 and #2 expressed that there needs to be a clear vision

school-wide and among departments, in addition to a routine monitoring tool that is used school-

wide. Instructional Coach #2 explained, “These tools will help improve expectations and gives

teachers a measurement tool.” Teacher #4 stated, “There needs to be a consistent expectation from

administrators to coaches to teachers to students so what is being implemented is clear to everyone

and supported.” Second, there is an issue with scheduling coaching sessions and a lack of adequate

time for coaching activities (Theme 1). All participants expressed that sufficient time is the main

barrier to successful coaching. Third, teacher beliefs, attitudes, and mindset toward coaching

hindered successful coaching (Theme 6 and 7). Instructional Coach #1 stated, “Some teachers are

resistant to change their teaching process. I have experienced teachers being resistant to feedback

and believed that new techniques (like coaching) were short term changes that did not deserve their

investment.” Teacher #4 expressed, “Leadership has to increase teacher buy-in. Some teachers

haven’t bought into the coaching process”. Lack of buy-in has caused teachers to have minimum

involvement (outside of what is required) in the coaching process and shows poor follow-through.

This qualitative study allowed for components of instructional coaching to be examined

within the context of an urban high school. Ultimately, the results of this analysis demonstrate that

these urban teachers, coaches, and administrators found that implementing instructional coaching

was beneficial for the participants as well as their students. Additionally, participants indicated that

the instructional coaching components used at this school held up in their practice and in their

classrooms with the unique traits, influences, and struggles.

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The identified themes from participants' interviews supported two of the three main

categories of components of instructional coaching. Six of eight participants identified roles that

coaches usually fulfill in their school (Killion, 2009) were validated in the identified themes from

participants interviews: data coach (Theme 16), resource provider (Theme 12), curriculum specialist

(Theme 14), instructional specialist (Theme 14), and classroom supporter (Theme 17). Participants

did not validate the roles of school leader and catalyst for change but it is consistent with Killion’s

(2009) description of these roles that they are not all being completed by a coach at the same time;

these are not necessarily the roles that coaches should be fulfilling but are the tasks that coach most

frequently find that they are required to fulfill in the schools in which they work.

Most of the factors that are hypothesized to facilitating instructional coaches carrying out

their roles in schools were considered in the themes identified in the participants' interviews. The

amount of time coaches spends with teachers is a critical factor in changing teacher behavior (Piper

& Zuikowski, 2015), but time is often lacking in public school settings (Shernoff et al., 2015). All

participants endorsed these conclusions concerning time and identified that the lack of this factor

was a significant barrier to instructional coaching (Theme 1). Participants (coaches) highlighted that

time during team meetings is scheduled for the teachers to develop intervention and for coaches to

model possible techniques for interventions, but also the other components of the coaching process.

Themes describing positive relationships between teachers and coaches were highly supported by

participants (Theme 4 and 5); Both topics were supported by 100% of participants. This finding

shows that coaches worked to develop relationships and that these relationships were positive. The

positive relationships between coach and teacher may best be described as an essential component

for allowing the work of coaching to proceed (Knight, 2009a). Teachers described participating

coaches as supportive and provided some examples of how coaches were supportive (Theme 18).

Shernoff et al. (2015) suggest coaches become more effective as they provide additional types of

support beyond technical support to participating teachers. These examples of supportive coaching
Effective Coaching Page
24

activities offered by teachers showed how coaches become more active as they provide other types

of support. This finding suggests coaches should utilize a range of support styles to match the needs

of teachers.

Further Reflection and Continuing Questions about My Action Research Journey

With carrying out his project, I have learned that time remains the biggest obstacle to

shifting teaching practice. Teachers continue to deal with the pressures of daily classroom demands

with job-embedded supports in place, which impacts both the coaches and the teachers being

coached. Thus, it is essential to continuously seek ways to support teachers by allowing more time

for teachers to collaborate and reflect. Administrators and school leaders need to understand the

demands of coaching and create solutions that will adjust the required responsibilities to provide

support for both the coaches and the teachers.

This action research project helped me to continue emerging as a teacher leader and increase

my effectiveness in implementing professional development for teachers. Throughout my journey, I

had to analyze my own beliefs and experiences as it connects to racism. This process helped me to

improve my practice and encourage positive learning environments for all teachers and students. In

the action research process, there has been a big push for collaboration with colleagues. In efforts to

help my colleagues realize the connection between research and professional growth, I had to lead

by example. Also, I had to create a safe space for my colleagues to feel comfortable discussing their

authentic feels without judgment. More importantly, my colleagues were suitable to be open about

their beliefs, which increased their willingness to be open to self-reflection that can lead to

discussions about how teacher beliefs affect the learning of students as well as the learning of

teachers. The action research process helped me look closely at the experiences of each participant

and helped me better understand how teachers experience change. This project increases my desire

to become an instructional coach with the hope of improving the coaching process to enhance the

impact or teachers and students.

Effective Coaching Page
25

Conclusion

The results from this analysis provide support for a model of instructional coaching based on

existing literature and identifying specific themes about instructional coaching. Participants in this

study offered positive reports about their experience with instructional coaching. These participants

also had positive perceptions of instructional coaching. Although it cannot be said definitively,

based on qualitative interview data, that instructional coaching led to improved student outcomes,

participants reported that students performed higher as a result of coaching in addition to enhanced

secondary outcomes such as increased engagement and confidence.

Participants reported similar improvements in teachers like enhanced teaching skills and

more confidence in their teaching ability. Factors such as the positive relationship between coach

and teacher, setting clear expectations during coaching sessions, and the coaches providing support

to teachers increased the recognized effectiveness of instructional coaching. Factors such as a lack

of adequate time and teacher resistance through attitudes, beliefs, or mindset about instructional

coaching were considered as decreasing the effectiveness of coaching. Overall, administrators

wanted instructional coaching to continue at their school and participating teachers are opened to

receive further instructional coaching in the future.

This analysis provides support for many of the presupposed factors of effective instructional

coaching. Also, the study showed additional factors that should be included in the process of

coaching such as coaching increases teacher confidence, providing other types of support, teacher

characteristics and behavior could influence the efficacy of instructional coaching. This study is

critical, given the context of urban schools. Urban schools are more likely to have low student

academic achievement as well as a small number of effective teachers. Instructional coaching may

be a way for these schools to address these needs.

Continued research is necessary to understand instructional coaching better. In particularly,

studies should use empirical approaches to evaluate the effectiveness of specific coaching practices
Effective Coaching Page
26

compared to other coaching practices. Future research must continue to identify factors that

contribute to successful coaching, tasks, and roles that coaches undertake that should be fulfilled by

other educators instead and evidence-based coaching practices. Such findings will allow models of

instructional coaching to become more specific, prescriptive, and predictive of student outcomes.
Effective Coaching Page
27

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APPENDIX A

Instructional Coaching Survey

Assess your knowledge on the following
* Required

1. I have a strong knowledge of coaching *

Mark only one oval.

1 2 3 4

Strongly Disagree Strongly Agree

2. I have a strong knowledge of instructional coaching *

Mark only one oval.

1 2 3 4

Strongly Disagree Strongly Agree

3. I am aware of the model for instructional coaching at my school *

Mark only one oval.

1 2 3 4

Strongly Disagree Strongly Agree

https://docs.google.com/forms/d/1iOYLD_QevczJqAC7IQbBPE2N842O-SGyuogypdF4snw/edit
Effective Coaching Page
32

4. I can thoroughly explain the purpose of instructional coaching *

Mark only one oval.

1 2 3 4

Strongly Disagree Strongly Agree

5. I have a relationship with my instructional coach *

Mark only one oval.

1 2 3 4

Strongly Disagree Strongly Agree

6. I believe instructional coaching has a significant impact on student achievement *

Mark only one oval.

1 2 3 4

Strongly Disagree Strongly Agree

7. I am interested in collaborative lesson planning within PLC meetings *

Mark only one oval.

1 2 3 4

Strongly Disagree Strongly Agree

This content is neither created nor endorsed by Google.

Effective Coaching Page
33

APPENDIX B

Administrator Interview Protocol

Time: ___________ Date: ___________________ Interviewee: __________________

Hello, my name is Ashley Favors-Daniels, and I am conducting a formative evaluation of the imple-

mentation and impact of instructional coaching. One component of this evaluation is interviewing

teachers, coaches, and administrators to gain a deeper understanding of instructional coaching. Your

perspective is critical as we try to provide information to reflect on this topic to learn, grow, and im-

prove continually.

1. What is your highest level of certification or education?

2. How long have you been an administrator?

3. Describe the coaching model or program that is being implemented at your school?

4. What would you do to improve coaching at your school?

5. Describe your relationship with your instructional coach?

 How would you describe your perspective of your instructional coach/teacher when
you first met them versus now?

6. What changes in teachers have you observed as a result of coaching?

 Concerning their math instruction?
 Concerning their behavior and classroom management skills?

7. What changes in students have you observed as a result of coaching?

8. What factors contributed to successful coaching?

9. What kind of support do teachers need from their administration team in order to get the
most out of coaching?

10. What factors were barriers to successful coaching?

11. What changes you think should be made in order to make the process of instructional coach-
ing more effective?

12. Is there anything else that you would like to tell us?

Thank you very much for taking the time to talk with me and for participating in this project.
Effective Coaching Page
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APPENDIX C

Instructional Coach Interview Protocol

Time: ___________ Date: ___________________ Interviewee: __________________

Hello, my name is Ashley Favors-Daniels, and I am conducting a formative evaluation of the imple-

mentation and impact of instructional coaching. One component of this evaluation is interviewing

teachers, coaches, and administrators to gain a deeper understanding of instructional coaching. Your

perspective is critical as we try to provide information to reflect on this topic to learn, grow, and im-

prove continually.

1. What is your highest level of certification or education?

2. How long have you been an instructional coach?

3. Describe the coaching model or program that is being implemented at your school?
 Is there an open-door policy for coaching?
 What percentage of your department takes advantage of the open-door policy?

4. Describe your relationship with your administrator?

 How would you describe your perspective of your teachers when you first met them
versus now?

5. What kind of support do teachers need from their administration team to get the most out of
coaching?

6. Describe your relationship with your teachers you have coached?

 How would you describe your perspective of your teachers when you first met them
versus now?

7. How would you describe teachers’ attitudes towards instructional coaching?

 Did you notice a change in teachers’ attitudes towards instructional coaching after
having a session with you?
 Was there an “Aha!” moment for any of your teachers where things fell into place
for them? Can you tell me about that moment?

8. What changes in teachers have you observed as a result of coaching?

 Concerning their English instruction?
 Concerning their behavior and classroom management skills?

9. What changes in students have you observed as a result of coaching?

Effective Coaching Page
35

10. What factors contributed to successful coaching?

11. What factors were barriers to successful coaching?

12. What changes you think should be made to make the process of instructional coaching more
effective?

13. What would you do to improve coaching at your school?

14. Is there anything else that you would like to tell us?

Thank you very much for taking the time to talk with me and for participating in this project.

APPENDIX D

Teacher Interview Protocol

Time: ___________ Date: ___________________ Interviewee: __________________

Hello, my name is Ashley Favors-Daniels, and I am conducting a formative evaluation of the imple-

mentation and impact of instructional coaching. One component of this evaluation is interviewing

teachers, coaches, and administrators to gain a deeper understanding of instructional coaching. Your

perspective is critical as we try to provide information to reflect on this topic to learn, grow, and im-

prove continually.

1. What is your highest level of certification or education?

2. How long have you been an instructional coach?

3. Describe the coaching model or program that is being implemented at your school?

 Is there an open-door policy for coaching?

 What percentage of your department takes advantage of the open-door policy?

4. Describe your relationship with your administrator?

 How would you describe your perspective of your teachers when you first met them
versus now?
5. What kind of support do teachers need from their administration team in order to get the
most out of coaching?
6. Describe your relationship with your instructional coach?
Effective Coaching Page
36

7. How would you describe your perspective of your teachers when you first met them versus
now?

8. What takes place during a coaching session?

 What do you talk about with your coach?

9. What changes, if any, did you make in your teaching practices as a result of the coaching
you received?
 Concerning their English or Math instruction?
 Concerning their behavior and classroom management skills?
 What have you learned about teaching practices from your experience with coaching?

10. What changes in students have you observed as a result of coaching?

11. How would describe teachers’ attitudes towards instructional coaching?

 Was there an “Aha!” moment for any of your teachers where things fell into place
for them? Can you tell me about that moment?

12. What factors contributed to successful coaching?

13. What factors were barriers to successful coaching?

14. What changes you think should be made in order to make the process of instructional coach-
ing more effective?

15. What would you do to improve coaching at your school?

16. Is there anything else that you would like to tell us?

Thank you very much for taking the time to talk with me and for participating in this project.

APPENDIX E

Principal Letter E-Mail for Permission to Conduct Research

Dear Mr. M

As you may know, I am finishing up my specialist program at Kennesaw State University. As a par-
tial requirement for my specialist degree, I would like to conduct research to study the implementa-
tion and impact of instructional coaching. The purpose of this letter is to request your permission to
speak with participants (administrators, coaches, and teachers) to schedule a date, time, and place
for an interview at their convenience. At no time will the interview sessions interfere with your
school’s instructional program. With the participants’ permission, I will tape the interview using
multiple audio recorders. I will transcribe the data, and with the following transcription, I will pro-
vide participants a copy to review. I will make transcripts of the recordings, code the transcripts
with pseudonyms, and then destroy the recordings. Also, pseudonyms will be used to protect partic-
ipants’ identity and the identity of the school. Participants' names and the school name will be kept
Effective Coaching Page
37

strictly confidential, and I will not release information to anyone in a manner that could identify the
participants or the school.

All data collected will be encrypted and stored on the Kennesaw State University secure server.
Only my capstone teacher and I will have access to the data. Staff participation in the study is vol-
untary, and they may decline to answer questions with which they are uncomfortable. Thus, they
may choose to skip questions they do not wish to answer or withdraw their participation without
penalty or loss. Once the study is complete, I will be happy to provide you with a summary of the
results if you so desire. In the meantime, if you have any questions, you may telephone me at 404
547-6738 or send an email to afavors4@student.kennesaw.edu or ashley.favors@cobbk12.org

Thank you for your professional courtesy.

Sincerely,

Ashley Favors-Daniels

Specialist Candidate

Principal Letter of Support

On behalf of _______________________________(school name), I am formally indicating my

awareness of the research proposed by Ashley Favors-Daniels, a specialist student in the Teacher
Leadership program at the Kennesaw State University. I am aware that Ashley Favors-Daniels in-
tends to conduct her research by conducting one-on-one interviews with our administrators, instruc-
tional coaches, and teachers on the topic of instructional coaching. I am responsible for employee
relations and am the school principal. I give Ashley Favors-Daniels permission to conduct her re-
search in our school.

If there are any questions or concerns, I can be contacted at my office at (___) _____- ________
or by e-mail at ___________________________________.

_______________ _______________________________________
Date Printed Name of Principal

_______________ _______________________________________
Date Signed Name of Principal
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APPENDIX F

Informed Consent Form

Dear Participant:

I am Ashley Favors-Daniels, a specialist candidate at Kennesaw State University. I am conducting

research to study the implementation and impact of instructional coaching regarding the experiences
of teachers, coaches, and administrators with instructional coaching.

I would like you to participate in a semi-structured open-ended interview to learn your views on and
experience with instructional coaching. Your participation in this study will take approximately 30
to 45 minutes of your time. With your permission, I will tape the interview using multiple audio
recorders, and you may decline to answer questions with which you are uncomfortable. I will make
transcripts of the recordings and then code the transcripts with pseudonyms. Following transcrip-
tion, I will provide you with a copy to review. After reviewing the transcript, you may withdraw
your response to any question, or make changes or clarifications as you see fit before you return the
transcript to me. I will accept your changes or clarifications to the document.

Pseudonyms will be used to protect your identity and that of your school. Your response will be
kept strictly confidential, and only my capstone teacher and I will have access to the data. Data col-
lected will be encrypted and stored on the Kennesaw State University’s secure server. Audio
recordings will be destroyed immediately after the completion of my capstone presentation.

Monetary or other compensations or inducements will not be given for taking part in this study.
This study does not present any financial costs to you, the participant. One possible benefit from
taking part in this study is an intrinsic value of knowing that you are contributing to educational en-
deavors that support student learning. Furthermore, this study will aim to gain an understanding of
those factors influencing instructional coaching.

Additionally, there are no foreseeable risks for taking part in this study. Your participation is volun-
tary, and you may choose to skip any question you do not wish to answer or withdraw your partici-
pation without penalty or loss. Once the study is complete, I will be happy to provide you with a
summary of the results if you so desire.

Thank you for your professional courtesy.

Sincerely,

Ashley Favors-Daniels
Bagwell College of Education
Kennesaw State University
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39

I ________________________________ (print name) attest that I am at least 18 years old and

agree to take part in the study Effective Coaching: Instructional Coaching Implementation con-
ducted by Ashley Favors-Daniels and the Kennesaw State University. A copy of this form was
given to me to keep for my records.

Signature: __________________________________ Date: _______________________