This research summary provides an overview of how professional learning can influence and support the use of evidence-based practices in schools and early childhood education and care services, to enhance learning outcomes. It outlines early evidence from a research project on coaching. The research project is a randomised controlled trial of 22 schools in Victoria, Australia. 

Coaching is a promising strategy for supporting improvements in teacher practice. One aspect of coaching that can affect the delivery of key mechanisms is the relationship between coaches and school staff. 

The study commenced in 2024, and after one year of coaching, over 50 teachers, support staff, school leaders and coaches spoke about their experiences of the coaching, including how they built productive coaching relationships. This research summary presents what's been learned so far.

Key findings

• Building a successful coaching relationship requires time.
• Adaptability, responsiveness and role clarity are among the characteristics and attributes that help build a successful coaching relationship.
• The coaching relationship is continuously built during coaching activities.
• Building relationships within the school strengthens the coaching relationship.