Levels of engagement in establishing coaching relationships

Abstract

Case studies of two coaches that examine the levels of engagement of each coach as they worked to establish effective coaching relationships were examined in this study. Data were collected during a seven‐month period and included: (a) the coaches' reflective journals; (b) pre‐ and post‐surveys from each coach and teacher; (c) audio‐recorded post‐interviews with each teacher; and (d) audio‐recordings of meetings with the coaches, the teachers, and the researcher. The data were analysed using a framework from Cognitive CoachingSM that describes three support functions of a coach: consulting, collaborating and coaching. The results of this study support Costa and Garmston's findings that these support functions serve different intentions and are not equally useful in moving teachers toward becoming reflective, self‐directed practitioners.