Copy-Ready Language for Your Federal & State Funding Documents

The Coaching Practice is a research-based instructional coaching and professional development system built on the high-impact teaching practices identified in John Hattie's Visible Learning research. These practices are documented in Prepared Classroom (Boushey & Behne, 2024) and have been embedded in Daily 5, CAFE, and Prepared Classroom across more than two decades of classroom implementation in schools across the United States and internationally, under the authorship of Gail Boushey.

The Coaching Practice provides instructional coaches and school leaders with a complete, yearlong coaching curriculum grounded in the high-impact teaching practices documented in Prepared Classroom (Boushey & Behne, 2024), which explicitly align with John Hattie's Visible Learning research (Hattie, 2023; Visible Learning MetaX, Corwin Press, 2023). The program is designed to build a shared vision of effective teaching across all classrooms, strengthen teacher capacity in high-impact instructional practices, and create sustainable systems of professional learning and growth. Developed by Gail Boushey — co-author of The Daily 5, CAFE, and Prepared Classroom — the program has been implemented in schools across the United States and internationally for more than two decades. It includes a 15-day back-to-school implementation sequence, a video-based professional learning library, and walkthrough and diagnostic tools.

This program is designed to meet the ESSA evidence-based standard under Section 8101(21)(A), Tier IV — Demonstrates a Rationale. The program is grounded in the high-impact teaching practices documented in Prepared Classroom (Boushey & Behne, 2024), which the authors explicitly align to John Hattie's Visible Learning research (Hattie, 2023; Visible Learning MetaX, Corwin Press, 2023) — a synthesis of over 108,000 studies involving 300 million students worldwide. Each of the eight courses in The Coaching Practice corresponds to a chapter in Prepared Classroom with its own documented set of Hattie high-impact factors. A logic model connecting program activities to teacher development outcomes and student learning goals is available upon request. An ongoing evaluation plan to examine the program's impact on teacher practice and student outcomes is in development.

Boushey, G., & Behne, A. (2024). Prepared Classroom: Ready to Teach, Ready to Learn. [Publisher].

Boushey, G., & Moser, J. (2014). The Daily 5: Fostering Literacy Independence in the Elementary Grades (2nd ed.). Stenhouse.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Corwin Press, Inc. (June, 2023). Visible Learning MetaX. https://www.visiblelearningmetax.com

Inputs:
Research-based coaching curriculum grounded in Hattie's Visible Learning as documented in Prepared Classroom (Boushey & Behne, 2024); trained instructional coaches; 15-day back-to-school implementation sequence; video-based professional learning library.

Activities:
Sustained, job-embedded coaching cycles; shared instructional language development across the school; classroom observation and conferring; collaborative teacher professional learning; implementation of eight high-impact teaching practices.

Outputs:
Coaches with a structured, evidence-based implementation framework; teachers with consistent high-impact instructional routines; administrators with observation and fidelity tools.

Outcomes (short-term):
Increased instructional consistency across classrooms; stronger student independence and engagement; common language for teaching and learning.

Outcomes (long-term):
Improved ELA achievement; increased small-group instruction and conferring time; sustainable professional learning culture.

Activity:
Purchase and implementation of The Coaching Practice professional development system (TeachDaily / teachdaily.com).

Description:
A sustained, job-embedded, evidence-based coaching curriculum designed to strengthen instructional practice, build teacher and coach capacity, and improve student achievement outcomes in ELA. Grounded in the high-impact teaching practices documented in Prepared Classroom (Boushey & Behne, 2024), which align with John Hattie's Visible Learning research (Hattie, 2023). Delivered through a yearlong coaching sequence, video-based professional learning library, and implementation tools for coaches and site administrators.

Alignment to state academic standards:
Activities are designed to support consistent implementation of ELA instructional standards through structured coaching cycles, shared instructional routines, and classroom-embedded professional learning.

ESSA evidence tier:
Tier IV — Demonstrates a Rationale (ESEA Section 8101(21)(A)(iv)).

This professional development activity is designed to meet the ESSA definition of professional development under Section 8101(42): activities are sustained (yearlong curriculum, not a one-time workshop), intensive (structured coaching cycles with embedded practice), collaborative (builds shared instructional language and vision across the school), job-embedded (implemented within and alongside classroom teaching), data-driven, and classroom-focused (grounded in eight high-impact instructional practices).

Districts should consult their federal programs coordinator to confirm this activity meets Supplement Not Supplant requirements under ESSA Section 2301 prior to obligating Title II, Part A funds. This program is designed to provide professional development and instructional coaching services that supplement, not supplant, state and local instructional investments.

Action:
Contract with Teach Daily for The Coaching Practice professional development and instructional coaching implementation system.

Service or Action Description:
Provide instructional coaches and site administrators with a complete, research-based coaching curriculum aligned to Priority 2 (Implementation of State Standards) and Priority 4 (Student Achievement). The program builds coach and teacher capacity in high-impact instructional practices, strengthens student independence, and creates conditions for sustained small-group instruction and ELA growth. Grounded in the high-impact practices documented in Prepared Classroom (Boushey & Behne, 2024), aligned with John Hattie's Visible Learning research (Hattie, 2023), and developed by Gail Boushey, co-author of The Daily 5, CAFE, and Prepared Classroom.

Expected Measurable Outcomes:
Increased instructional consistency across classrooms; stronger student independence; expanded small-group and conferring time; improved ELA outcomes aligned to district LCAP goals.

Funding Source:
LCAP supplemental and/or concentration funds; Title II, Part A.

This program is designed to address the following LCAP State Priorities:

• Priority 2: Implementation of State Standards: Supports ELA standards implementation through sustained teacher and coach professional development grounded in research-based instructional practices
• Priority 4: Student Achievement: Builds instructional foundations that directly support student ELA performance and independent learning
• Priority 5: Student Engagement: Strengthens student independence, ownership of learning, and classroom engagement routines
• Priority 6: School Climate: Creates consistent, trust-based classroom environments that support belonging and focused learning

Districts should consult their federal programs coordinator to confirm this activity meets Supplement Not Supplant requirements under ESSA Section 2301 prior to obligating Title II, Part A funds. This program is designed to provide professional development and instructional coaching services that supplement, not supplant, state and local instructional investments.

Goal:
Strengthen instructional coach and teacher capacity in high-impact teaching practices to improve ELA outcomes and increase student independence.

Strategy:
Implement The Coaching Practice, a yearlong, evidence-based coaching curriculum developed by Gail Boushey and grounded in the high-impact teaching practices documented in Prepared Classroom (Boushey & Behne, 2024), which align with John Hattie's Visible Learning research (Hattie, 2023). The program provides instructional coaches with a structured implementation framework, video-based professional learning, and diagnostic tools to support ongoing teacher growth.

Timeline:
Implementation begins [month/year]. Yearlong coaching curriculum with embedded fidelity checkpoints.

Responsible Party:
Instructional Coach / Curriculum Director

Measurable Outcome:
[District to specify, e.g., "Increase in Grade 3–5 ELA proficiency by X% as measured by state assessment"]