Pedagogical coaching : in what ways does the impact cycle enable teachers to reflect on their practice?

Pedagogical coaching is an ever-evolving and collaborative approach to professional development for teachers and those in educational settings; however, research continues to consider which approach may be deemed most effective. In this research project, The Impact Cycle (Knight, 2018) as an approach to pedagogical coaching,is both evaluated and facilitated to deem its ability to allow teachers to reflect on their practice. Using a Design-Based Research approach, qualitative data were collected through interviews and classroom observations with a teacher participant before, during and after The Impact Cycle. The data were analysed by considering the current literature regarding pedagogical coaching whilst also comparing and contrasting between the preliminary interviews and post interviews to identify growth, change and reflection. The Impact Cycle had benefits for the teacher participant and his students such as opportunities to formally reflect, modification of his literacy program to increase student engagement and participation and working towards achievable PEERS goals. Potential barriers to success were identified as time restraints and some initial trepidation concerning the use of video recording during the observation stage. These findings indicate that The Impact Cycle is an effective approach to pedagogical coaching, when implemented in such a way that allows teachers to reflect on their practice in collaboration with an impact cycle coach.