Effective Coaching Structures and Components

Established and effective coaching frameworks emphasize individualized, sustained, and context-specific support to build educator confidence and competence as well as the development of new skills (Kraft et al., 2018; Rush & Shelden, 2005; Svajda-Hardy & Kwok, 2024). Coaching follows a structured process involving joint planning, observation, action, reflection, and feedback (Hamsho et al., 2023; Rush & Shelden, 2005; Svajda-Hardy & Kwok, 2024). Key coaching strategies are highlighted below:

• Providing the educator with a review of specific strategies to support individual student needs

• Observing teachers in action and providing performance feedback

• The use of positive reinforcement and reflective questioning during one-on-one sessions

• The development of joint action plans to encourage skill application

The Role of Reflection in Coaching

Reflection is a core element in coaching, helping educators analyze and refine their practices. Coaches facilitate guided reflection through interviewing and leading educators to assess what is currently working and what needs improvement (Rush & Shelden, 2008). Effective reflection questions are comprised of the following components:

• Awareness: Questions that are used to clarify the current situation and identify areas of need by asking what the educator already knows, is doing, or has tried

• Analysis: Questions that prompt the educator to look at how their current performance compares with their desired performance

• Alternatives: Questions that allow the educator to explore various options for achieving their desired outcomes

• Action: Questions that assist in creating a collaborative plan of what the coach and the educator will implement or plan to accomplish between coaching sessions or in practice

Building Strong Coaching Relationships

Coaching relationships are built on trust, understanding, and open communication. Educators value a coach who is consistent, available, and encouraging (Hamsho et al., 2023; Svajda-Hardy & Kwok, 2024). When coaches become a trusted partner, a positive working relationship is developed where strategic collaboration can occur. This collaboration supports educators in increasing their confidence and capacity, leading to sustained success in applying effective strategies to achieve targeted goals (Hamsho et al., 2023; Rush & Shelden, 2008).

Coaching for Classroom and Behavior Management

Coaching is particularly impactful in supporting educators with classroom and behavior management. Coaching facilitates the development of new strategies and skills while helping educators construct and implement individualized or classroom plans, making this intervention meaningful for improving existing practices (Rush & Shelden, 2005; Svajda-Hardy & Kwok, 2024). To support educators in building the confidence and competence to handle diverse classroom challenges, coaches can model strategies, provide feedback with positive reinforcement, and facilitate reflection (Hamsho et al., 2023; Rush & Shelden, 2005; Svajda-Hardy & Kwok, 2024).

Established Coaching Frameworks

Several coaching models incorporate the above practices to promote educator skill development. The following frameworks have developed structured approaches that apply the above strategies in various contexts:

Smooth Sailing: An autism-focused professional development program

• 4-week, virtual professional program designed for kindergarten through 2nd grade general education teachers who also teach inclusive periods involving students with autism

• Program components:

1. Online learning modules regarding autism-focused knowledge and strategies to support relationships with autistic students and their parents

2. Recurring real-time practice with strategies to support student and parent relationships

3. Participation in coaching designed to support educator strategy implementation, including meeting with coaches for one-on-one sessions over the duration of the program

• Coaching components:

  • Review of strategies covered in online material

  • Role play or review of video recorded in-class skill practice

  • Problem-solving challenges with strategy implementation

  • Goal setting

  • Written feedback

(Hamsho et al., 2023)

COACH: A classroom management framework

• C- Context: The use of a contextual and cultural lens to develop strategies specific to the school environment and educator’s classroom

• O- Observation: Engagement in continuous and consistent observations in order to provide meaningful and individualized feedback

• A- Advice: Providing specific and guided advice over time to support educators in progressively developing classroom management skills

• C- Collaborative: Developing a foundation of a trusting and positive relationship with educators

• H- Harmony: Supporting educators to align classroom management strategies academic content

(Svajda-Hardy & Kwok, 2024)

Coaching as adult learning strategy: Key characteristics of coaching based on research

• Joint planning: The learner applies new knowledge and skills in coaching discussions, during which both the coach and learner agree on real-time actions for the learner to try

• Observation: The coach observes the learner in the moment, leading to opportunities for reflection, discussion, and modeling

• Action: Allows the learner the opportunity to apply knowledge or newly acquired skills in a chosen situation

• Reflection: The learner’s evaluation of current strategies to determine how to improve their knowledge and refine their skills (e.g. the coach and the learner collaborate on analyzing what strategies worked or did not work during the observation or action)

• Feedback: The coach validates the learner’s reflections and/or provides additional insights to improve the learner’s understanding of effective strategies

(Rush & Shelden, 2005)

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