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This resource describes the three ackronyms: GROW, Smart and Fuel as coaching models. The GROW model focuses on the whole picture. The candidate is to look at where they have been, where they are now, and where they are going. They are to evaluate themselves at every juncture along the way. They also set measurable goals that work as "markers" along the way to the end goal, so they can track their progress toward reaching the "end goal". The Smart model is an acrostic for the word "SMART", noting that the goals need to be "S" - Specific, "M" - Measurable, "A" - Attainable (one article said "Actionable" but I think it is Attainable), "R" - Relevant, and "T" - Time-based or Time-bound. The idea is that if you have all of the aforementioned representations of the acronym in place, it will help guide the coach and the person being coached in making sure the goals the candidate are on track. It could be somewhat viewed as a rubric to go by in order to make sure the candidate isn't getting off track. The FUEL model also is an acrostic for the word "FUEL", noting that the goals need to be "F" -Frame, "U" - Understand, "E" - Explore, and "L" - Lay F is for framing the conversation. The purpose is to determine what the coach and candidate are trying to reach. U is for understanding. It is important that the coach and protege' both have a clear understanding of the current situation. E is for Exploring the desired state that the person being coached would like to reach. Finally, L is for laying out a success plan.

This is an excellent web page with resources for coaches from worksheets that can be used to define roles to agendas and ideas for coaching. This particular section addresses the need to define roles and expectations at the outset with the principal and the staff. She also focuses on the importance of preparation for developing a strong partnership.

Asset-based coaching is about focusing on our "assets" (what we're good at) instead of our struggles. According to Aguilar, "When we're focusing on what we're not good at, at our deficiencies and areas of struggle, negative neural pathways in our brain are reinforced--the pathways that produce self-defeating statements" (para. 5). She doesn't suggest we fail to address our shortcomings, but rather to apply those strengths to the areas we're trying to improve. This could be used with a teacher trying to improve communication with colleagues. By focusing on the success in communicating with students, the skills could be transferred to colleagues with coaching.

This is a a very detailed model from New Brunswick. It gives information on the impact that coaching has on both teachers and students. It also contains some ways to set up a coaching program at a school.

This highlights an instructional coaching model that divides up the teacher's time by focusing 60% on building their instructional practice, 25% on student support, and 15% on planning, administrative tasks, and other personal development. Within this model, coaches are deployed to assist in both of the first two categories.

This article covers many different types of mentoring and coaching models, and has a summary of each. It includes an overview of peer-coaching and several models. For Collegial Coaching, it discusses the different parts involved including Pre-conference, Observation, and Post-Conference and the tasks involved in each of these.

This article covers a type of coaching that is called "Real-Time Coaching" and it is exactly as it is implied - It happens on the spot when the teacher is teaching. This article states that the focus is on positive feedback while it is happening, and that negative feedback is avoided.

This resource speaks about the impact that coaching has on the students. This article speaks about professional development and how teachers should be able to use literacy coaching to help the students in their classrooms.

This resource introduces a new coaching strategy, "Literacy Coaching" to address a specific concern. Students who are still acquiring English language skills struggle in a traditional secondary literature class. So, a "literacy coach" helps the teacher modify instruction to better suit those acquiring the language.

This article details a study of how long term instructional and cognitive coaching may evolve over time as well as the need for coaching methods to be differentiated based on the needs and expertise of the person being coached. Additionally, this study identifies and explores specific methods utilized by coaches to scaffold the coachee's learning and cultivate greater autonomy.

This resource covers many strategies for coaching including co-planning, co-teaching and lesson modeling. In the article, there are examples of what this looks like in practice that can be useful. I particularly like the idea of role-playing a lesson with a coach before class to identify concerns ahead of time.

This resources speaks of a grant that the University of Texas started to help some of the Urban ISDs to start a coaching program to be able to help the academic achievement of the students

I like how this resource focuses on developing principals through coaching. Most of our resources focus on teachers, but in this case, they are looking specifically at developing better leadership to improve instructional outcomes at schools in Texas. They discuss Cognitive Coaching as a strategy to get these principals thinking about their own leadership strategies and impact.

This publication explores the positive effects of Cognitive Coaching on the self efficacy of physical education teachers who tend to struggle in their early years in the profession. The findings of the study are that utilizing nonjudgmental Cognitive Coaching strategies with these teachers significantly positively affected the teachers' abilities , and this type of coaching should be better incorporated to foster growth.

This document discusses inquiry-based and cognitive coaching as methods that improve teaching practice by focusing on the underlying beliefs the teacher has that are impacting their instruction. By asking questions, the coach uncovers these beliefs with the teacher and then determines how a different perspective could cause the instruction to change.