Building Confidence Through Coaching: Supporting Teachers in Making Math Hands-on
After reading the first three chapters of The Impact Cycle by Jim Knight, I learned a lot about how instructional coaching can truly change teaching for the better. Knight (2017) explains that good coaching begins with partnership, not supervision. Coaches and teachers work collaboratively to set goals, collect information, and think about progress together. This teamwork builds trust and helps teachers take ownership of their own growth. Instead of telling teachers what to do, coaches help them think, reflect, and grow. This approach makes it easier for teachers to try new strategies, take risks, and examine their teaching practices honestly.
This short video from the Instructional Coaching Group (2019) explains the core purpose of instructional coaching: building trust, identifying goals, and fostering collaboration for lasting change. It aligns closely with Knight’s (2017) Impact Cycle and the partnership approach to coaching.
Which part of the coaching philosophy in this video resonates most with your own experience?
Knight’s Impact Cycle includes three main parts: Identify, Learn, and Improve. In the Identify stage, the coach and teacher collaborate to select a goal based on the current classroom activities. In the Learn stage, they focus on learning new strategies, trying them out, and getting support along the way. In the Improve stage, they analyze data, discuss what worked, and make adjustments as needed. This process helps teachers grow because they are part of every step. The goal is to help, not to judge (Knight, 2017).
Research also supports Knight’s approach. The International Society for Technology in Education (n.d.) explains that effective technology coaches model lessons, plan collaboratively, and engage in reflective dialogue with teachers. This fits perfectly with Knight’s (2017) Identify–Learn–Improve model. Studies show that teachers who receive individualized coaching are more likely to make lasting changes than those who only attend workshops. Coaching helps teachers apply what they learn in authentic classroom settings and provides continuous support.
Helping teachers understand the needs of gifted learners is another important aspect of effective coaching. Many teachers may not have specialized training in gifted education, and coaching offers a way to build that understanding through collaboration and modeling. Coaches can guide teachers in differentiating instruction, using flexible grouping, and designing enrichment opportunities that challenge advanced learners. Integrating technology further enhances this process by providing access to digital tools that extend learning and allow for creativity, exploration, and problem-solving. For example, gifted students can use platforms like Nearpod, Pear Deck, or Flip to engage in self-paced exploration, critical thinking, and collaboration. Supporting teachers in both understanding gifted learners and integrating technology represents a powerful form of coaching that connects directly to the Impact Cycle’s Learn and Improve phases (Knight, 2017).
When technology is part of coaching, the benefits extend to all learners, including gifted students. Teachers can use digital tools to make lessons more engaging, provide choice and challenge, and collect meaningful feedback. Using interactive tools such as Padlet or Jamboard helps teachers visualize student thinking and adapt instruction to meet diverse learning needs (ISTE, n.d.). These strategies allow teachers to see how differentiation and technology can work together to deepen student understanding and make learning visible.
For my own coaching plan, I created four steps that match the Impact Cycle:
Set goals and collect data: I will meet with a colleague to choose a goal and assess current classroom practices. Together, we will discuss what is working well and what needs improvement (Knight, 2017).
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Model a technology lesson: I will model a lesson using a digital tool that promotes interaction and engagement, demonstrating how technology can enhance learning for both general and gifted learners.
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Observe and reflect I will observe the teacher implementing the strategy, take notes, and provide feedback focusing on strengths and adjustments (Knight, 2017).
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Review results: Finally, we will review student work and other data to evaluate progress. We will discuss next steps and celebrate growth together.
These steps follow the Identify, Learn, and Improve phases of Knight’s (2017) model and keep the focus on professional growth and reflection.
When schools use research-based coaching, they build a culture of collaboration and continuous learning. Teachers are not simply told what to do during a single training session; instead, they engage in meaningful conversations and reflective practice over time (Knight, 2017). This ongoing process builds collective efficacy, a belief that all teachers can positively impact student achievement.
Technology coaches also play a vital role in supporting teachers as they integrate digital tools in meaningful ways. A coach can help teachers focus on technology that enhances instruction rather than overwhelming them with numerous options (ISTE, n.d.). Following Knight’s (2017) partnership principles of equality, choice, voice, and reflection helps teachers feel comfortable trying new ideas. When teachers feel supported, they are more likely to continue improving and applying technology in ways that foster deeper learning for all students.
Reading The Impact Cycle helped me understand that coaching is not just a job but a professional mindset. It involves creating a space where teachers feel valued, encouraged, and equipped to take ownership of their growth. Coaches and teachers learn together, reflect together, and grow together (Knight, 2017). When this happens, classrooms become environments that foster creativity, collaboration, and success for both teachers and students.
In conclusion, using research-based coaching practices such as Knight’s Impact Cycle helps teachers make lasting improvements in instruction. The Identify, Learn, and Improve process demonstrates that progress occurs through collaboration, reflection, and persistence. As I begin implementing my own coaching plan, I aim to model this approach and integrate both gifted education principles and technology to help teachers and students succeed. Coaching that is grounded in trust and partnership has the power to transform teaching and learning.
References
Knight, J. (2017). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. SAGE Publications.
Instructional Coaching Group. (2019, October 22). Instructional coaching overview [Video]. YouTube. https://www.youtube.com/watch?v=6vXqqz2sqXE
International Society for Technology in Education. (n.d.). ISTE standards for coaches. ISTE. https://www.iste.org/standards/for-coaches
