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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 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 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 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 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 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 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.