Theories of Action Needed to Guide Emerging Models for Professional Learning

Instructional coaching is widely promoted as a means of enhancing elementary teacher learning and improving instructional practices. However, research reveals inconsistent outcomes. This article addresses the disparity between the substantial investment in coaching and its variable impact by advocating for the development of theories of action as a foundational step. We argue that a clearly articulated theory of action can serve as an explicit blueprint that links intentions to outcomes, which can help ensure that coaching initiatives are purposefully designed and systematically implemented. To illustrate this approach, we present a theory of action guiding a multiyear project around mathematics elementary teacher learning. We conclude by offering principles to guide the development of contextually appropriate theories of action for instructional coaching.