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The purpose of this paper is to identify a set of principles that are necessary to overcome the challenges that inclusion coaches encounter with teachers as they transition into an inclusive service delivery model.

Online written reflections of 13 inclusion coaches (K-12) who were a part of a larger, mixed-methods research design are the primary data source. For the two years of the project, the inclusion coaches provided bi-annual reflections, each with 7-11 entries. The reflections were downloaded, coded, collapsed, and thematically presented as the inclusion coaches’ perspectives for supporting teachers’ inclusive classroom practices.

The findings are presented as six principles for the process of coaching teachers for inclusion: pre-requisite: teachers’ receptivity; process: from building trust to collaborating and reflecting; precipice: tension between knowledge and beliefs; promotion: administrative support; proof: evidence of change, impact, and capacity building; and promise: future of the role.

These six principles of coaching for inclusion offer considerations, conditions, and guides for inclusion coaches that are striving for fully inclusive classrooms in their jurisdictions. With a view to future practice, the six principles are reiterative as they should be revisited each time a coaching interaction is initiated in a school site and with a classroom teacher.

As a conclusion, a conceptual model is offered. This spiraling staircase displays the conditions that exist prior to coaching and during coaching interactions and considerations for coaching sustainability.

This work explores the effectiveness of an innovative inclusion model that is based on the development and operationalization of the inclusion coach (IC) role in one school district (in Ontario, generally referred to as a ‘board’). This model has implications for school systems that desire a change in practice but may perceive challenges to this change in their local capacity. In this model, internal school district funding and existing structures were reallocated to convert teaching positions into IC positions. This staffing change was designed to support the desegregation of stand-alone special education classes at the elementary and secondary levels within that school district. While significantly decreasing the number of segregated settings, the intervention was not without its challenges. Challenges and successes will be examined through the perspectives of school principals, ICs and classroom teachers. This school district created an effective and sustainable model to promote inclusion, through internal staffing adjustments, and role redefinition. Utilizing a shared focus and support for staff, this school district was successfully able to transition beliefs and practices from segregated special education to full inclusion for students with special education needs.

Changes in American public education can be linked to wider social movements. New policies and practices have historically emanated from a variety of social problems such as racism and the marginalization and exclusion of populations of children who differ by ability, economic class, and ethnic heritage. In the era of a global pandemic (COVID-19), the authors embrace the context of civil unrest in the United States as it directly relates to the factors necessary to build effective collaborative relationships in public institutions shaped by history and culture. In this chapter, we position school inclusion in the United States as an issue of social justice. In sharing our positionality and professional experiences as educators, we discuss instructional coaching as a collaborative lever to support inclusion in American classrooms. Our experiences, combined with the literature, serve as evidence that the formation of deeply meaningful professional relationships rooted in authentic empathy may serve as a powerful collaborative action to transform unjust structures. These relationships as actions in and of themselves, thus, form a psychological foundation (community consciousness) needed to effect positive change. The chapter is organized into three sections that examine instructional coaching for inclusion on marcopolicy, mezzo-academic, and microsituational levels. The chapter ends with a call to action applicable to PK–12 educators and leaders, as well as instructors and professors in teacher preparation programs.

The purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education in early 2012 to the end of 2018. The review examines how coaching is theorized and practised in an educational context, and how coaching has evolved across educational disciplines.

The study is based on an analysis of research trends published in the International Journal of Mentoring and Coaching in Education from Volume 1 Issue 1 (2012) to Volume 7 Issue 4 (2018). The criterion according to which the articles were selected for inclusion in the literature review is whether the word “coaching” is used in the title, abstract or keywords.

Across a wide range of geographical and institutional contexts, the studies surveyed in this literature review point to the different ways in which coaching interventions support success in teaching and leadership. This review identifies three principal themes across the literature on coaching: confidence, trust and identity.

The literature review is confined to studies published in a single publication and is therefore not representative of the entire field of coaching research.

The focus of this review is coaching in education. The review comprises a survey of research concepts, innovation and creativity in the area of coaching and education. It highlights advances in the field of coaching and education and points to areas of development for future research.

By bringing together existing research in a number of areas across the field of coaching, this literature review provides a coherent overview of a rapidly evolving and diverse field.

The purpose of this paper is to explain that corporate citizenship refers to the specific activities that an organisation engages in to meet social obligations, and which has become an issue of growing importance within the business community. A key area in academic literature concentrates on justifying corporate citizenship initiatives to the corporate sector by illustrating a range of strategic benefits that a firm can achieve. This study is located within this body of work and aims to illustrate the strategic benefits that a football club can gain from the implementation of corporate citizenship activities through the community trust model of governance.

The study draws from qualitative primary and secondary data gathered from Charlton Athletic and Brentford football clubs.

Analysis of the data resulted in the identification of six strategic benefits that a football club can realise through the creation of a community trust model of governance. These are the removal of commercial and community tensions; reputation management; brand building; local authority partnerships; commercial partnerships; and player identification.

The paper considers the importance of these findings for a generic business audience, discussing how organisations can also benefit from the creation of partnerships with football clubs focused on the delivery of corporate citizenship initiatives.

The paper provides information regarding the application of management practice evident in football to other forms of business organisation.

The paper is the first to consider how corporate citizenship initiatives in football can assist firms in other sectors to achieve a range of strategic benefits.

This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.

The authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.

An in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.

VMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.

Key steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.

The purpose of this paper is to examine high school educators’ (three teachers, a career counselor and a social worker) perceptions of training to develop a coach mindset and the perceived impact of the training on their professional and personal well-being.

Individual semi-structured interviews and 16 h of observational data of professional development were collected.

Five themes emerged from the data. Participants: challenged themselves to work on coach skills; affirmed the importance of relationships; identified areas of increased skill development; envisioned coach training throughout the school; and applied a coach mindset in other domains. These themes are related to two constructs of psychological capital – efficacy and hope – which contributed to participants’ professional and personal well-being.

The low number and selection of participants make transferability of the findings difficult.

Findings indicate that a coach mindset may increase educators’ well-being as they learn to build positive student, collegial and personal relationships. Recommendations for further research include exploring relationships between the development of a coach mindset, increased positive student outcomes and educator well-being.

The development of a coach mindset may lead to increased educator well-being and positivity.

As few empirical studies exist regarding the effectiveness of coach training for teachers, the findings of this study fill a gap in the literature regarding these topics.

This paper reports on a study exploring a sustained coaching model of teacher professional development (PD). The study was undertaken with middle school teachers in a small rural school division in Alberta, Canada. The goal of the study was to theorize about the components of the sustained coaching model of PD that supported or was a barrier to teachers engaging in a year-long PD series.

A grounded theory methodology was used to theorize about the components of a teacher PD model that participants viewed as being a support or barrier to their engagement in the PD. Data were collected from two individual participant interviews: one interview at the beginning of the year and one interview at the end of the year.

Findings indicate that teacher PD should include a constant community, accountability to other participants in that community, and a balance of theoretical and practical support and be provided over multiple sessions. In addition, in order for the PD to be sustainable, barriers to engaging in the PD should be minimized.

A recognition of the complexity of the factors influencing a teacher's interaction with PD provides a lens with which to consider the potential for a teacher's engagement with PD.

Spiritual topics emerge in executive leadership coaching. However, the scholarly literature has emphasized the performance development aspects of executive coaching (EC) more than the development of executives’ inner lives, although there is some evidence of practitioners addressing spiritual topics. Executive leaders have spiritual needs and executive coaches may be well positioned to address the intersection of the leaders’ work and spiritual lives, provided coaches observe skill boundaries and the limitations of the coaching context. The purpose of this paper is to discuss the merits of including spiritual development (SDev) in EC and how executive coaches can incorporate it in their practice.

EC, SDev and spiritual direction are compared, drawing attention to conflicting and complementary aspects of SDev applied in EC. Organizations’, clients’ and coaches’ likely concerns about such integration are explored and addressed. Suitable contexts, principles, a basic developmental framework and practical steps for executive coaches considering the inclusion of SDev in EC are proposed.

The paper provides coaches, consultants, executives and those charged with executive development with a foundational understanding of the role of SDev in EC.

A framework is provided for professionals involved in executive management development to address executive leaders’ spiritual needs through EC.

This scoping review discusses how bug-in-ear (BIE) technology has been used to coach teachers and pre-service teachers in special education, general education and initial teacher education (ITE). The purpose of the review is to identify the range of practices in implementing BIE technology and the potential impacts on teachers, learners, coaches and professional learning and development (PLD) providers.

The PRISMA framework guided the structure of the scoping review. Four leading educational database searches informed initial results. Peer review ensured that inclusion and exclusion requirements were rigorously followed. Two screenings, a hand search and snowballing found 20 relevant studies for review.

BIE coaching is a cost-effective approach to support the development of teachers and pre-service teachers, with the potential to improve learner outcomes. Delivering coaching remotely yields the widest range of benefits for PLD providers. Technology issues persist; therefore, simple approaches work most effectively. There are opportunities to explore coaching attributes required for BIE coaching and how BIE feedback can differ from in-person feedback.

PLD should be based on available resources; however, it is possible to train participants to use BIE in a short amount of time. Pre-determined prompts should be co-constructed between the coach and the teacher. Prompts should be delivered within 3–5 s of the teaching behaviour and consist of positive, corrective, questioning and goal-orientated statements.

This is the first evidence-based review of BIE coaching that highlights effective practices in special education, general education and ITE. This review also explores how BIE coaching is used with teachers, which has not been covered in detail.