Journal of Education & Social Policy

A Conceptual Framework for Coaching that Supports Teacher Development
Carmen Sherry Brown

Abstract
Coaching increases the likelihood that teachers adopt new teaching practices. Many forms of coaching in education are newly developed approaches. These approaches begin with the creation of theories and practices. This paper has three purposes: first, to present a broad definition of professional development and coaching as it pertains to education and teaching; second, to provide a description of the features of a conceptual framework for coaching; and third, to examine a coaching model that is using the conceptual framework to support early language and literacy practices. The conceptual framework for coaching is an ongoing, living document that provides an outline for creating learning environments that are open, collaborative and support continuous learning.

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