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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 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 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 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 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.