“…for the purpose of integrating mastered skills and strategies into a curriculum, a set of instructional goals, a time span, and a personal teaching style” (p. 170), there is no consensus today on core components for coaching. As Denton and Hasbrouck (2009) and Kurz, Reddy, and Glover (2017) have noted, the operationalization of coaching has varied widely, as defined by various coaching foci (e.g., technical support, problem solving), actions (e.g., observation, goal-setting, collaborative planning, modeling, practice, feedback), and desired outcomes (e.g., enhanced performance, environmental change, promotion of autonomy). Reflecting on research from a recent special journal issue on consultation and coaching, Erchul (2015) has recognized the importance of full operationalization and measurement of coaching as an independent variable with clearly defined components and the need to prioritize measurement of student outcomes rather than only teacher practices following coaching.…”