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Instructional Coaching with the End in Mind 8

Professional staff development for teachers and administrators alike remains a crucial part of the profession of an educator. Courses and seminars designed to enhance the skills and performance of teaching and leading can often be applied to im-mediate situations. Yet the seminal research and studies on coaching by Bruce Joyce and Beverly Showers, originally conducted in 1982 and aug-mented since, strongly underscore the benefts of coaching as a means to transfer learning to on-the-job applications.

Table 1.1 shows the increase in mastery, skill, and its applications with a distinct acceleration for on-the-job application when components of coaching are added to the training process. 3 Beyond grasping theory and concept, and in concert with learning specifc new skills, coaching provides observation— a mirror of what the other person showed through behavior and actions that he or she learned—as well as accountability when the coach encourages additional practice and observation or feedback.

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