Coaching Toolkit for Child Welfare

Chapter 2: Value of Coaching 27

Why Coaching Works

The University of Kansas Center for Research on Learning evaluated
a group of 87 teachers from different schools. The results of the
study indicate that 85%of those teachers who received ongoing
support from instructional coaches implemented newly learned
instructional methods. In another study conducted by the same
group, research indicates that teachers who did not receive such
support implemented newly learned strategies at a rate of only 10%
(Joyce & Showers, 2002). Interestingly, learners can demonstrate
new skills in the artificial classroom training exercises, but to
transfer learning to everyday work remains low without follow-up
coaching (see Table 2.1).

Angelique Du Toit (2006) suggests

coaches are able to ask questions

without the fear of judgment or

criticism that may be felt when

supervisors or managers do the asking.

The value of coaches is in their ability

to provide open and honest

feedback within a supportive

environment.