Instructional coaching and learning of instructional practices: A study of the perceptions of coaches and teachers

As it has been established that quality instruction improves student learning (Barber & Mourshed, 2007; Darling-Hammond, 2000), efforts to improve student learning have largely focused on improving instructional practices (Gallucci, Van Lare, Yoon, & Boatright, 2010). It was widely agreed that the most effective effort is one that is collaborative, sustained, embedded in real-life learning contexts, and supported by specialists and peers (P Cordingley, Bell, Rundell, & Evans, 2003; Elmore, 2002). In addition, it is one that encourages observation and engagement in professional dialogue and reflection (Darling-Hammond & Richardson, 2009; Supovitz, 2001). Therefore, there has been a growing interest in coaching, “a form of inquiry-based learning characterised by collaboration between individual, or groups of, teachers and more accomplished peers” (Poglinco et al., 2003, p. 1), which “involves professional, ongoing classroom modelling, supportive critiques of practice, and specific observations” (Poglinco et al., 2003, p.1).

Out of the several approaches to coaching—peer coaching, cognitive coaching, instructional coaching—instructional coaching, in particular, is invaluable in assisting teachers translate best practices into improved classroom instruction and improving student learning (Knight, 2006; Reddell, 2004). Knight (2008) defined instructional coaching as more of a partnership between coaches and teachers whereby they are committed to (a) equality in the relationship, (b) teacher choice in the content and process in learning, (c) empowerment and respect for varying perspectives, (d) authentic dialogue (e) reflection (f) praxis, that is, applying their learning to their real-life practice as they are learning (g) reciprocity of learning between coaches and teachers. This study adopts Knight’s comprehensive definition emphasizing collaboration, as the researchers investigate the perception, reception and impact of instructional coaching on teachers in the Singapore mathematics classroom.