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What does the recent research say about leadership coaching in K-12 education settings? What are the key features and characteristics of effective coaching models? What is the evidence on various leadership coaching models?

Response:

Thank you for the question you submitted to our REL Reference Desk regarding leadership coaching models. We have prepared the following memo with research references to help answer your question. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. The references are selected from the most commonly used research resources and may not be comprehensive. Other relevant studies may exist. References are listed in alphabetical order, not necessarily in order of relevance. We have not evaluated the quality of these references, but provide them for your information only.

Research References

1. James-Ward, C. (2011). The development of an infrastructure for a model of coaching principals. International Journal of Educational Leadership Preparation, 6(1), 1-12.
   https://eric.ed.gov/?id=EJ972967
   From the abstract: “This descriptive study investigates the development of a district leadership coaching program. Specifically, the study examines the creation of a coaching program for elementary principals, the first six months of monthly meetings between the coaches and district leaders, and the perceived utility of the meetings by the district coaches. Qualitative methods were used to examine: (a) the development of a leadership coaching program for principals, (b) the communication and interaction between coaches and district leadership, and (c) the perceived effectiveness of the infrastructure. The findings indicate that when there is a cluster of leadership coaches, as well as regularly scheduled meetings between district leadership and coaches, there may be advantages to the district, the coached principals, and the coaches.”
2. Lochmiller, C.R. (2014). Leadership coaching in an induction program for novice principals: A 3-year study. Journal of Research on Leadership Education, 9(1), 59-84.
   https://eric.ed.gov/?id=EJ1020699
   From the abstract: “This article presents results from a study of leadership coaches who worked with novice principals in a university-based induction program for a 3-year period. The qualitative case study describes how the support the coaches provided to the novice principals changed over time. The study reveals that coaches adapted their leadership coaching practice in response to the principal's needs and shifted their coaching strategies as a result. The article concludes with a discussion of the findings in relation to existing research on leadership coaching for K-12 school leaders and offers suggestions for future research.”
3. Mayer, L. (2013). Empowerment zone: Coaching academy primes teachers to become instructional leaders. Journal of Staff Development, 34(6), 30-33.
   https://eric.ed.gov/?id=EJ1027967
   From the ERIC abstract: “This article describes a program instituted by the Northern Valley Schools (New Jersey, USA) Curriculum Cosortium's Coaching Academy. This program was born in mid-2012 with the goal of building a cadre of instructional coaches who could provide increased classroom support for teachers to navigate 21st-century educational demands. Planning began with developing a common vision for a coaching structure that would be a growth model from the already established and embedded practice of coach-educators. New teachers are given the opportunity for embedded coaching, and veteran teachers are embarking on a new level of teacher leadership. Participants engaged in three consecutive days of learning, with the overall goal to build understanding about the why, what, and how of coaching. The Teacher Leader Model Standards were created as guides for experienced teachers to assume leadership roles. To ensure success, coaches need to participate in formal learning as well as informal peer-to peer meetings. Professional development for administrators is also key to effective implementation. Coaching has proven to be a powerful, sustained professional learning experience for everyone involved.”
4. Patti, J., Holzer, A.A., Stern, R., Brackett, M.A. (2012). Personal, professional coaching: Transforming professional development for teacher and administrative leaders. Journal of Leadership Education, 11(1), 263-274.
   https://eric.ed.gov/?id=EJ981017
   From the abstract: “This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two case studies support the benefits perceived by teachers and administrative leaders who participated in coaching to enhance their leadership potential and performance. A description of the content and process of coaching is provided.”
5. Rogers, W.T., Hauserman, C.P., & Skytt, J. (2016). Using cognitive coaching to build school leadership capacity: A case study in Alberta. Canadian Journal of Education, 39(3), 1-29.
   https://eric.ed.gov/?id=EJ1114119
   From the abstract: “The impact of Cognitive Coaching^SM included as part of the Leader2Leader (L2L) Leadership Pilot Program for beginning principals in Alberta, Canada, was evaluated in the present study. Fifteen qualified principals (coaches) and 23 new principals completed the L2L Pilot Program that took place over 18 months. Questionnaires for coaches and new principals were used to obtain reactions to the Cognitive Coaching component. The findings suggest that the L2L Leadership Program can help develop a network of reflective, self-reliant school principals. Recommendations for improving the Cognitive Coaching component of the L2L Leadership Program are provided.”
6. Salavert, R. (2015). Coaching: An apprenticeship approach for the 21st century. International Journal of Educational Leadership and Management, 3(1), 4-24.
   https://eric.ed.gov/?id=EJ1111675
   From the abstract: “Coaching, an apprentice-based approach to support professional and personal development towards achieving set goals, is a well-established practice in the fields of sports training and management and one of the fastest growing professional development methods in the education field. How the coaching partnership fosters leadership and improves practices that directly impact on the social/emotional development of students and their academic achievement is of interest to educators, policy makers and school communities alike. Recent findings have started to define the type of leadership that results from a coaching partnership, the lasting benefits on teaching quality and the positive impact on student performance. By reviewing and reflecting on the current literature on this apprenticeship approach, this article explores strengths and strategies that could further contribute to the organization of schools around high learning outcomes for all students while fostering leadership and accountability at the management, classroom and student levels.”
7. Warren, S.R., & Kelsen, V.E. (2013). Leadership coaching: Building the capacity of urban principals in underperforming schools. Journal of Urban Learning, Teaching, and Research, 9, 18-31.
   https://eric.ed.gov/?id=EJ1027013
   From the abstract: “This investigation assesses the effects of leadership coaching on the knowledge, skills, and dispositions of urban public school administrators in P-12 underperforming schools. The study specifically examines leadership, management, and student achievement growth during the time of coaching. Utilizing a mixed-methods approach, three domains were assessed: (a) urban principals' perceptions about changes in their leadership behaviors, (b) student achievement growth on standardized tests during the time of coaching, and (c) participants' and coaches' perceptions of their experience in the program from interviews and coaches' logs. Results demonstrate significantly increased principal capacity in nine leadership responsibilities and positive student achievement gains after coaching the principals. This information will assist professional developers, university professors, and school personnel as they structure and implement programs to support urban school administrators.”

Additional Organizations to Consult

• Leading Educators: http://www.leadingeducators.org/
  From the website: “Leading Educators strives to make that vision a reality by investing in the single greatest determinant of student success - teachers. We partner with school districts around the country to strengthen teachers’ content knowledge and pedagogical skills through exceptional, school-based professional learning, ultimately improving the quality of teaching and learning in every classroom. Together with leaders at every level of a school system, we create relevant, school-based professional learning structures and supports that empower networks of teacher leaders to improve the quality of teaching and learning in their schools and better equip students to thrive in college, career, and life. Our approach helps school and district leaders make equity-informed shifts that counteract systemic bias and ensure affirming, challenging learning experiences for every child.”
• Learning Forward: https://learningforward.org/
  From the website: “Our mission is to build the capacity of leaders to establish and sustain highly effective professional learning. Learning Forward shows you how to plan, implement, and measure high-quality professional learning so you and your team can achieve success with your system, your school, and your students. We are the only professional association devoted exclusively to those who work in educator professional development. We help our members leverage the power of professional learning to affect positive and lasting change.”
• National Association of Elementary School Principals (NAESP): https://www.naesp.org/
  From the website: “The National Association of Elementary School Principals (NAESP), founded in 1921, is a professional organization serving elementary and middle school principals and other education leaders throughout the United States, Canada, and overseas. The mission for the National Association of Elementary School principals (NAESP) is to lead the advocacy and support for elementary and middle level principals and other education leaders in their commitment for all children.”
• National Association of Secondary School Principals (NASSP): https://www.nassp.org/
  From the website: “The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for principals and other school leaders across the United States. NASSP seeks to transform education through school leadership, recognizing that the fulfillment of each student's potential relies on great leaders in every school committed to the success of each student. Reflecting its long-standing commitment to student leadership development, NASSP administers the National Honor Society, National Junior Honor Society, National Elementary Honor Society, and National Student Council.”
• Wallace Foundation: http://www.wallacefoundation.org/pages/default.aspx
  From the website: School leadership is one of the seven key initiatives of the foundation.
  “Since 2000, Wallace has helped states and school districts develop and test ways to improve leadership by principals and others in schools. We have supported leadership development efforts in 30 states, the District of Columbia and numerous urban school districts as well as the publication of more than 90 research studies and other reports and materials to advance the field as a whole.”

Method:

Search Strings. School leadership coaching OR K-12 coaching models effects

Searched Databases and Resources.

• ERIC
• Academic Databases (e.g., EBSCO databases, JSTOR database, ProQuest, Google Scholar)
• Commercial search engines (e.g., Google)
• Institute of Education Sciences Resources

Reference Search and Selection Criteria. The following factors are considered when selecting references:

• Date of Publication: Priority is given to references published in the past 10 years.
• Search Priorities of Reference Sources: ERIC, other academic databases, Institute of Education Sciences Resources, and other resources including general internet searches
• Methodology: Priority is given to the most rigorous study types, such as randomized controlled trials and quasi-experimental designs, as well as to surveys, descriptive analyses, and literature reviews. Other considerations include the target population and sample, including their relevance to the question, generalizability, and general quality.