Abstract
Despite recent advances in research on coaching, gaps remain in our understanding of effective coaching. We conducted a narrative review of a purposefully selected set of research reports on content-focused coaching to identify one-on-one coaching practices that can support teachers' development of ambitious and equitable instructional practices. Each of the resulting eight practices consists of three elements: a coaching activity, the purpose the activity serves in supporting teachers’ learning, and the knowledge and perspectives implicated in enacting the activity. The practices clarify when, why, and how coaches might engage teachers in different coaching activities.
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