Running head: COACHING MODELS ESSAY 1

Coaching Models Essay

Lisa Cantwell

Grand Canyon University: TEC-544

January 9, 2019
COACHING MODELS ESSAY 2

There are different coaching models that instructional coaches can implement and use

when sharing technology information and tools. Two models that can be used in coaching are

the instructional coaching model and the peer coaching model. When coaching is used as part of

a teacher’s professional development, a relationship of trust and respect is developed that

improves the learning environment (Technology, Coaching, and Community, 2011).

The instructional coaching model utilizes colleagues and peers to develop and share

information to make a positive change. With instructional coaching, the teacher makes the

decision if they would like to collaborate with the instructional coach. Through instructional

coaching, the coach works together with their peers to plan and develop goals to implement

effective instructional practices (Technology, Coaching, and Community, 2011). In the

instructional coaching relationship, the mentor models and demonstrates instructional practices,

observes the teacher and offers productive feedback. The instructional coaching model is

considered teacher-centered coaching (Wang, 2017). This coaching model empowers teachers

by supporting them and reinforcing effective teaching practices (Technology, Coaching, and

Community, 2011).

The peer coaching model’s purpose is to offer support to teachers (Kurz, Reddy, &

Glover, 2017). Peer coaching typically comprises of two colleagues who work together and

engage in a reciprocal relationship (Ma, Xin, & Du, 2018). With peer coaching there is a shared

and mutual collaboration of the learning process and a development of goals between the coach

and learner (Kurz, Reddy, & Glover, 2017). With peer coaching, the coach and colleague work

together and there is learning on both sides through collaboration. Through peer coaching, the

instructor provides help, along with feedback and support, that will increase the learning of a

topic or tool (Ma, Xin, & Du, 2018). Through collaboration and support, peer coaching can
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enhance a teachers’ professional development. One of the most important aspects needed during

peer coaching is to establish and build a relationship of trust. In peer coaching, teachers work

together to discuss their goals and needs. When using the peer coaching model, there are five

stages which include assessing the situation, goal setting, preparing the lesson, implementing and

modeling the activities, and lastly, analyzing and reflecting on the lesson (Technology, Coaching,

and Community, 2011).

Both the instructional coaching model and the peer coaching model utilize colleagues to

develop relationships to integrate new ideas and information for professional development.

Through these coaching models, teachers are offered support and feedback to help implement

new teaching practices.

There are some differences within the two coaching models. The instructional coaching

model is based on the need of the teacher and whether they want or need an instructional coach

to support their needs. In the instructional coaching model, the teacher decides whether they

want to collaborate with the coach and the teacher identifies the practices they would like to

implement into their teaching practice. In the peer coaching model, the coach is there to support

the teacher through a collaborative relationship that has been developed that allows the coach

and peer to work together. There is a reciprocity of learning during the peer coaching model,

whereas in the instructional coaching, the goal is to provide support for the outcome of a goal.

Implementing instructional coaching models can be beneficial for teachers’ professional

development as they help improve the practice of implementing new ideas to help support

student learning (Technology, Coaching, and Community, 2011). Ultimately, the goal of both

coaching models is to support teachers and to enhance learning and student outcomes (Denton &

Hasbrouck, 2009).
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A real-life example of the peer coaching model can be when the coach or peer helps the

teacher transfer new information from a professional development and apply the strategy or skill

into the classroom. For example, after a professional development workshop support may be

needed for the use of the online ST Math program into the classroom. After the professional

development, the teacher may want to utilize the information and ask for support from the peer

coach to help create a goal and the implementation of the technology into the lesson. The peer

coach will also observe the implementation of the lesson to be able to offer constructive feedback

to the teacher. The peer coach and the teacher would then work collaboratively together to

develop instructional strategies that would assist the teacher in making constructive changes.

The collaborative process of the two teachers working together would prove to be useful to both

the coach and the peer. As the peer is helping the teacher implement the instructional strategies,

the teacher is gaining information to enhance her teaching for student success. One reason that

the peer coaching method is successful is due to the respect and trust that is developed through

peer coaching. When teachers are provided support and feedback from their peers, it improves

teaching practices and provides them with ongoing teacher support.

The best model for myself is the peer coaching model. I have found that by developing a

relationship with my colleagues and collaborating together, I am also part of the learning

experience. The more that I work with other teachers, I learn to become a more effective coach

and teacher. I enjoy the reciprocity of learning from one another and the collaborative process

that is needed to ensure success and ongoing support to my colleagues.

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References

Denton, C. A., & Hasbrouck, J. (2009). A description of instructional coaching and its

relationship to consultation. Journal of Educational & Psychological Consultation, 19(2),

150–175. https://doi-org.lopes.idm.oclc.org/10.1080/10474410802463296

Kurz, A., Reddy, L. A., & Glover, T. A. (2017). A multidisciplinary framework of instructional

coaching. Theory Into Practice, 56(1), 66–77. https://doi-

org.lopes.idm.oclc.org/10.1080/00405841.2016.1260404

Ma Ning, Xin Shuang, & Du Jia-Yuan. (2018). A peer coaching-based professional development

approach to improving the learning participation and learning design skills of in-service

teachers. Journal of Educational Technology & Society, (2), 291. Retrieved from

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?

direct=true&db=edsjsr&AN=edsjsr.26388408&site=eds-live&scope=site

Technology, coaching, and community. (2011). Retrieved from https://www.ri-

iste.org/Resources/Documents/Coaching_Whitepaper_digital.pdf

Wang, S. (2017). “Teacher centered coaching”: An instructional coaching model. Mid-Western

Educational Researcher, 29(1), 20–39. Retrieved from https://lopes.idm.oclc.org/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=ehh&AN=121958207&site=eds-live&scope=site