FEATURE ARTICLE
How To Be A Wise Consumer Of Coaching
Strategies teachers can use to maximize coaching's benefits
By Learning Forward
February 2011
Vol. 32 No. 1
Instructional coaching is gaining popularity as a school-based effort to increase teacher effectiveness and student achievement. A coach can be broadly defined as a person who works collaboratively with a teacher to improve that teacher’s practice and content knowledge, with the ultimate goal of affecting student achievement. By its very nature, coaching requires effort from both the coach and teacher. Because instructional coaching is collaborative rather than directive, it will be most effective when teachers share responsibility for the outcomes. In our work with coaching in schools, we’ve observed behaviors that make teachers effective consumers of coaching. Effective coaching requires feedback. An effective consumer of coaching asks the coach for targeted feedback. One mathematics coach recalled beginning a post-lesson conference by asking, “Do you want
Read the remaining content with membership access. Join or log in below to continue.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
References
Hansen, P. (2008). Mathematics coaching handbook: Working with teachers to improve instruction. Larchmont, NY: Eye on Education.
Hull, T. H., Balka, D.S, & Miles, R.H. (2009). A guide to mathematics coaching: Processes for increasing student achievement. Thousand Oaks, CA: Corwin Press.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
Lockwood, J.R., McCombs, J.S., & Marsh, J. (2010, September). Linking reading coaches and student achievement: Evidence from Florida middle schools. Educational Evaluation and Policy Analysis, 32(3), 372–388.
Morse, A. (2009). Cultivating a math coaching practice: A guide for K-8 math educators. Thousand Oaks, CA: Corwin Press.
West, L. & Staub, F.C. (2003). Content-focused coaching. Pittsburgh, PA: University of Pittsburgh.
Yopp, D., Sutton, J., & Burroughs, E. (2010). Teacher needs inventory. Bozeman, MT: Examining Mathematics Coaching (EMC), Montana State University and RMC Research Corporation.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
CURRENT ISSUE
Recent Issues
APPLYING THE SCIENCE OF LEARNING
April 2026
Cognitive science illuminates how people learn. This issue shows how...
LEARNING WITH AI
February 2026
Generative AI can be a powerful tool for professional learning design and...
WHAT STUDENTS NEED NOW
December 2025
For all students to thrive, we need to understand who they are and what...
LEARNING COMMUNITIES FOR LEADERS
October 2025
Leaders need opportunities to connect, learn, and grow with peers just as...
