TY  - JOUR
AB  - Purpose– This collective case study investigated the ways in which coaching supports teacher change. Specifically, the purpose of this paper is to consider what types of feedback are best at what times in the coaching process and how coaching supports teachers’ application of learning to differing contexts. Design/methodology/approach– The study was conducted over an 18-month period in three settings: a university reading clinic and two schools. Participants were a coach and two in-service teachers enrolled in a literacy specialist master’s degree program. This qualitative study included observational field notes, interviews, lesson plans, and teacher reflections as primary data sources. Findings– Findings suggest a model for coaching that acknowledges the learner’s previous knowledge and experience and continuously gauges support to stay within the ever-escalating zone of proximal development. Specific coaching moves that vary by degree of scaffolding are identified, namely: modeling, recommending, asking questions, affirming, and praising. Research limitations/implications– This study clarifies the varying roles that coaches may play and how these roles change over time. Additionally, the model has implications for how coaching might change based on variability among those being coached. Originality/value– The Gradual Increase of Responsibility Model has potential to guide coaches as they engage with mentees to improve instruction.
VL  - 4
IS  - 4
SN  - 2046-6854
DO  - 10.1108/IJMCE-06-2015-0017
UR  - https://doi.org/10.1108/IJMCE-06-2015-0017
AU  - Collet Vicki S.
PY  - 2015
Y1  - 2015/01/01
TI  - The Gradual Increase of Responsibility Model for coaching teachers: Scaffolds for change
T2  - International Journal of Mentoring and Coaching in Education
PB  - Emerald Group Publishing Limited
SP  - 269
EP  - 292
Y2  - 2024/04/25
ER  -