THE EFFECTIVENESS OF COACHING

The Effectiveness of Coaching to Improve Student Learning

Connie Oliveira

Proseminar: Teacher Leadership Beyond the SchoolEDUC 8030 DD201

Dr. Don JonesInstructor

Comprehensive Paper Submitted September 30, 2007, in Partial Fulfillmentof the Requirements for the Degree of Doctor of Education (Ed.D.)

Walden University

WALDEN UNIVERSITY

Ed.D. Program

Student:

(Connie Oliveira)

(oliveirac@fultonschools.org)

P.O. Box 884

Smyrna, GA 30081

Day Telephone:

(770-377-9004 EST)

Evening Telephone:

(same as above)

Assignment Title:

Section 2 of Comp

Date of Submission:

September 30, 2007

Assignment Due Date:

September 30, 2007

Course:

EDUC-8030 Proseminar: Teacher Leadership Beyond the School

Section Number:

DD201

Semester:

Course Instructor:

Dr. Don Jones

Peer Editor:

Barbara Kyzer

Faculty Mentor:

(Include when assigned)

Certification of Authorship: I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I also have cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I certify that this paper was prepared by me specifically for the purpose of this assignment, as directed.

Student's Signature:Connie Oliveira

Abstract

This paper articulates the essential elements for a successful collegial interaction model. It also examines components of coaching and researches relevant studies to determine if it is an effective tool for increasing student achievement. Coaching is an inquiry-based learning model that allows for collaboration among other peers and more experienced colleagues. The researcher reviewed literature relating to coaching and professional development. A critical analysis, reflection, and application of the literature are included. These major themes dominated the research findings: collaboration, reflexive practice and inquiry, principal's support, and effective leadership. Although the research did not show how cognitive coaching increases student achievement, there are positive outcomes that can be expected if coaching is successfully implemented.

Chapter I: Introduction

Introduction

The literature on coaching to improve student achievement includes research and discussion on what facilitates teacher growth; however, there is little documentation that directly links coaching to student achievement. While there are various forms of coaching, the focus is primarily on cognitive coaching because it allows teachers to concentrate on their student's actions as well as their own. Coaching may be applied to professional interactions in a variety of settings and situations with the intention of enhancing self-directed learning. Looking at this research offers some direction for what needs to occur in teacher development programs to ensure successful coaching experiences. The research reviewed is a combination of program features that are implemented to facilitate self-directed learning to promote student learning. The researcher reports studies holistically, and then analyzes all studies to suggest key components of successful coaching experiences.

The research showed that through systematic reflection and analysis of practice, teachers can take charge of their professional development. Analysis of this literature shows that coaching can be effective if implemented correctly. However, the evaluation of collegial interactions models is imperative, and a study that directly shows that coaching increases student achievement is vital. The researcher will further investigate the effectiveness of coaching to improve student learning. The researcher will develop her skills in the collegial interaction area of coaching by continuing to coach other teachers. This will give teachers a sense of empowerment that encourages ...