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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 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.

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 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 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.

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.