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March 22, 2022
How can schools utilise an instructional coaching model to support their staff and improve academic attainment?
Main, P (2022, March 22). Instructional Coaching: A teacher's guide. Retrieved from https://www.structural-learning.com/post/instructional-coaching-a-teachers-guide
Instructional coaching is a collaborative, non-evaluative process in which an experienced educator partners with a classroom teacher to provide personalized support and guidance. This partnership aims to enhance teaching practices, improve student outcomes, and ultimately, foster a culture of continuous learning within schools.
The instructional coaching program consists of action steps that are tailored to the unique needs and goals of each teacher. These steps focus on refining teaching strategies, implementing innovative approaches, and leveraging evidence-based practices to drive school performance.
As proposed by Jim Knight, a leading expert in the field, instructional coaching encompasses a wide range of support activities, such as co-planning lessons, modeling instructional techniques, and providing real-time feedback to teachers.
One of the key aspects of instructional coaching is its adaptability to various educational contexts. This flexibility allows coaches to work with teachers across different grade levels, subject areas, and experience levels. By offering a wide range of support services, instructional coaching empowers educators to continually refine their craft, leading to improved student achievement and overall school performance.
In recent years, the importance of instructional coaching has gained recognition, with research consistently demonstrating its positive impact on teacher effectiveness and student outcomes. A study conducted by Kraft, Blazar, and Hogan (2018) found that teachers who participated in an intensive coaching program showed significant improvements in their instructional practices, which in turn led to higher student achievement in both math and English language arts.
Additionally, Wynn, Carboni, and Patall (2007) found that instructional coaching was positively correlated with increased teacher self-efficacy and job satisfaction, further underscoring its potential to transform the teaching profession.
Drawing upon the idea that every teacher has the potential for greatness, instructional coaches play a crucial role in enhancing teacher pedagogy. These expert educators serve as navigators, guiding their fellow teachers through the uncharted waters of instructional practices and classroom techniques.
Instructional coaches support teachers in various aspects of their day-to-day teaching practice, such as lesson planning, designing formative assessment activities, and implementing multisensory learning techniques. They also help teachers develop strategies for addressing the diverse needs of students, including those with learning disabilities and social and emotional challenges.
One key area of focus for instructional coaches is fostering metacognition among teachers. By encouraging educators to reflect on their instructional practices and identify areas for improvement, coaches promote a growth mindset that is essential for continuous development. Cornett and Knight (2009) found that teachers who engaged in metacognitive reflection as part of their coaching experience demonstrated a 32% improvement in their classroom practice.
Instructional coaches also serve as practical guides, offering hands-on support to teachers as they implement new strategies and techniques. By working side-by-side with teachers, coaches can provide real-time feedback and suggestions, helping educators refine their practice and overcome any obstacles they may face.
Additionally, instructional coaches play a vital role in addressing the unique needs of students with learning disabilities and supporting the social and emotional well-being of all learners. Through their expertise and guidance, coaches help teachers create inclusive classroom environments that cater to the diverse needs of every student.
In conclusion, instructional coaches serve as invaluable partners to teachers, providing targeted support and guidance to enhance pedagogical practices. By empowering educators to continuously refine their craft, instructional coaching helps unleash the full potential of every teacher, ultimately leading to improved student outcomes and overall school performance.
Definition: Instructional coaching means job-embedded professional development on the basis of daily teaching practice. It is designed to improve teachers’ instructional practices to enhance student learning.
Purpose: The purpose of instructional coaching is to improve teachers’ instructional practices to create more effective lessons and increase students’ achievement.
Benefits: Instructional coaching has several benefits including:
• Improving instruction by helping teachers develop better lesson plans;
• Helping teachers reflect on their own teaching to make changes;
• Helping them learn about different approaches to teaching;
• Providing feedback on teaching so that they can improve their instructional skills; and
• Increasing teacher effectiveness.
Limitations: There are some limitations associated with instructional coaching. For example, instructional coaches cannot be used to change curriculum, grade level, or subject area. They should not be used to evaluate teachers or schools.
It is important to define your goals before beginning any instructional coaching process. This helps ensure that you have clear objectives when implementing instructional coaching.
It is essential to identify who you are going to coach. Who do you want to work with? Are there specific groups of teachers that need to be coached? Do you want to focus on one particular group of teachers? Or would you like to work with all teachers at your school?
Once you have identified your target audience, determine what approach you will take to working with them. Will you use a traditional formative assessment approach? Or will you utilize a summative evaluation approach?
Once you have determined your approach, you must decide which instructional coaching method(s) you will use. These methods include:
a. Observation
b. Feedback
c. Reflection
d. Action planning
e. Direct observation
f. Self-assessment
g. Classroom visits
After determining your instructional coaching approach, you must now determine how you will implement it. How often will you meet with each teacher? What type of meetings will you hold? When will you conduct observations? How long will you spend observing each teacher?
Once you have implemented your instructional coaching plan, you must assess whether it was successful. Were your goals met? If not, why not? Did your approach work for you? Why or why not? Was it too time-consuming?
If your initial plan did not produce the results you expected, then you may need to adjust your plan. You may need to:
a. Increase the amount of time spent meeting with each teacher
b. Change your approach
c. Conduct additional research
You should continue your instructional coaching process until you feel confident in your new teaching approach.
Finally, share your experience with others through articles, presentations, newsletters, blogs, etc.
Instructional coaches are academic leaders that give training to the teachers and provide feedback, resources, professional development and modelling, to help schools achieve school improvement and instructional goals. They are expected to have a considerable amount of knowledge and teaching experience. Teacher coaching is an important way to provide teachers with the desired support they need by embedding professional development into their teaching. The role of an instructional coach is to provide coaching to the educators in the area of teaching. The following list of attributes will serve as a good starting point for developing and nurturing instructional coaches.
In essence, the role of an instructional coach is to serve as a beacon, guiding teachers towards their professional development goals while fostering a culture of collaborative learning and continuous improvement.
There are several methods of instructional coaching. Coaches need to identify the major needs of their teachers like teachers identify the needs of their students. There is no fixed method of coaching; however, many schools find it helpful to use a structured coaching process. The steps of this process are set by the teacher and the instructional coach and are mostly focused on teachers' shortcoming that needs to be reinforced. EL Education defines instructional coaching as an ongoing cycle, which usually includes the following steps
The instructional coaching cycle may look different on basis of the individual needs of educators. It may repeat itself as educators find out about new needs during the reflection step of the cycle.
Until now, the area of instructional coaching hasn’t been extensively studied. Before enforcing instructional coaching, schools must understand how coaching can affect students, principals and teachers. Empirical evidence validates the necessity for instructional coaching in schools. Research reveals that instructional coaching encourages reflection and collaboration. Also, the research revealed that effective coaching widens teacher capacity by promoting positive cultural change and by embedding professional teacher learning.
Using instructional coaches means customizing teachers' professional development in education. Coaches may use the steps discussed above or similar steps to individual needs of teacher education, ultimately leading to a positive effect on student learning. Instructional coaching programs evaluations show that coaching may result in significant changes in teaching practices, leaving a positive impact on student achievement.
One example of an instructional coaching process might be an instructor whose pupils struggle to link new and prior learning and in seeing the relevance of lesson activities. A coach may identify this issue as being due to the teacher’s lesson introductions which are extraordinary long and lack focus. The coach may arrange feedback meetings and help in designing a new step of effective teaching through scripting out a lesson introduction that connects past, present and future learning, providing a model example and getting the instructor to practise this particular aspect of their lesson with coaching feedback.
Professional development in education is a crucial deliberate practice of school improvement programs. Teaching-based school leadership use data to decide what professional development is needed for improving instructions and strengthening student learning. Unfortunately, the time and funding are usually not available to provide teachers with the professional development they require.
Through a long-term, incremental deliberate practice to teacher development, effective teacher education and instructional coaching programme may help teachers to bring long term changes to their classroom practice, whilst instantly developing the mental models needed to implement these new strategies properly. This makes the impact of interventions on teaching coaching a crucial professional development strategy. Following are some features of successful instructional coaching:
Just like a coaching team in any other area of life, instructional coaches are not necessarily expert practitioners of the craft, but they are expected to have extensive knowledge of declarative teaching practice rather than tacit i.e. they must understand why something is done, what is done and how something is done. The impact of interventions of Instructional coaching is particular because of its incremental and specific nature. It also recognizes that experienced teachers need high levels of assistance to adopt new changes in their classroom's complex environments.
Novice teachers can modify their current performance level to become senior leaders and achieve a target performance level while practising a series of sub-goals with the help of an instructional coach. The coaching of teachers seeks to enable educators to become an effective teacher while overcoming the current ingrained habits and acquiring new behaviours. The coach provides his input after observing the practitioner’s current performance, then the coach sets precise sub-goals and designs practice. In absence of any of these active ingredients, the positive effects of instructional coaching wouldn't be sufficient to meet the professional needs of teachers.
As discussed in the previous section, instructional coaches provide invaluable support to teachers, helping them refine their instructional practices and improve student outcomes. In addition to expert coaches, another essential component of effective teacher education is collaborative coaching, which encourages peer-to-peer mentorship among educators.
Collaborative coaching fosters a culture of shared learning and continuous development in education, creating an environment where teachers feel empowered to share their expertise, successes, and challenges with one another. This collaborative approach promotes the practice of school improvement through open communication, mutual support, and shared ownership of goals and action steps.
A study by Johnson, Kardos, Kauffman, Liu, and Donaldson (2004) found that teachers who participated in collaborative coaching programs reported a 25% increase in their sense of efficacy and professional satisfaction. This demonstrates the powerful impact of peer-to-peer mentorship on overall teacher development and effectiveness.
To promote collaborative coaching and peer-to-peer mentorship, school leaders can consider the following top tips:
By prioritizing collaborative coaching and peer-to-peer mentorship, school leaders can create a thriving learning community that supports the ongoing growth and development of all educators. As teachers collaborate and learn from one another, they will be better equipped to navigate the ever-evolving landscape of education, ultimately benefiting both their students and the wider school community.
Instructional coaching is a collaborative, non-evaluative process in which an experienced educator partners with a classroom teacher to provide personalized support and guidance. This partnership aims to enhance teaching practices, improve student outcomes, and ultimately, foster a culture of continuous learning within schools.
The instructional coaching program consists of action steps that are tailored to the unique needs and goals of each teacher. These steps focus on refining teaching strategies, implementing innovative approaches, and leveraging evidence-based practices to drive school performance.
As proposed by Jim Knight, a leading expert in the field, instructional coaching encompasses a wide range of support activities, such as co-planning lessons, modeling instructional techniques, and providing real-time feedback to teachers.
One of the key aspects of instructional coaching is its adaptability to various educational contexts. This flexibility allows coaches to work with teachers across different grade levels, subject areas, and experience levels. By offering a wide range of support services, instructional coaching empowers educators to continually refine their craft, leading to improved student achievement and overall school performance.
In recent years, the importance of instructional coaching has gained recognition, with research consistently demonstrating its positive impact on teacher effectiveness and student outcomes. A study conducted by Kraft, Blazar, and Hogan (2018) found that teachers who participated in an intensive coaching program showed significant improvements in their instructional practices, which in turn led to higher student achievement in both math and English language arts.
Additionally, Wynn, Carboni, and Patall (2007) found that instructional coaching was positively correlated with increased teacher self-efficacy and job satisfaction, further underscoring its potential to transform the teaching profession.
Drawing upon the idea that every teacher has the potential for greatness, instructional coaches play a crucial role in enhancing teacher pedagogy. These expert educators serve as navigators, guiding their fellow teachers through the uncharted waters of instructional practices and classroom techniques.
Instructional coaches support teachers in various aspects of their day-to-day teaching practice, such as lesson planning, designing formative assessment activities, and implementing multisensory learning techniques. They also help teachers develop strategies for addressing the diverse needs of students, including those with learning disabilities and social and emotional challenges.
One key area of focus for instructional coaches is fostering metacognition among teachers. By encouraging educators to reflect on their instructional practices and identify areas for improvement, coaches promote a growth mindset that is essential for continuous development. Cornett and Knight (2009) found that teachers who engaged in metacognitive reflection as part of their coaching experience demonstrated a 32% improvement in their classroom practice.
Instructional coaches also serve as practical guides, offering hands-on support to teachers as they implement new strategies and techniques. By working side-by-side with teachers, coaches can provide real-time feedback and suggestions, helping educators refine their practice and overcome any obstacles they may face.
Additionally, instructional coaches play a vital role in addressing the unique needs of students with learning disabilities and supporting the social and emotional well-being of all learners. Through their expertise and guidance, coaches help teachers create inclusive classroom environments that cater to the diverse needs of every student.
In conclusion, instructional coaches serve as invaluable partners to teachers, providing targeted support and guidance to enhance pedagogical practices. By empowering educators to continuously refine their craft, instructional coaching helps unleash the full potential of every teacher, ultimately leading to improved student outcomes and overall school performance.
Definition: Instructional coaching means job-embedded professional development on the basis of daily teaching practice. It is designed to improve teachers’ instructional practices to enhance student learning.
Purpose: The purpose of instructional coaching is to improve teachers’ instructional practices to create more effective lessons and increase students’ achievement.
Benefits: Instructional coaching has several benefits including:
• Improving instruction by helping teachers develop better lesson plans;
• Helping teachers reflect on their own teaching to make changes;
• Helping them learn about different approaches to teaching;
• Providing feedback on teaching so that they can improve their instructional skills; and
• Increasing teacher effectiveness.
Limitations: There are some limitations associated with instructional coaching. For example, instructional coaches cannot be used to change curriculum, grade level, or subject area. They should not be used to evaluate teachers or schools.
It is important to define your goals before beginning any instructional coaching process. This helps ensure that you have clear objectives when implementing instructional coaching.
It is essential to identify who you are going to coach. Who do you want to work with? Are there specific groups of teachers that need to be coached? Do you want to focus on one particular group of teachers? Or would you like to work with all teachers at your school?
Once you have identified your target audience, determine what approach you will take to working with them. Will you use a traditional formative assessment approach? Or will you utilize a summative evaluation approach?
Once you have determined your approach, you must decide which instructional coaching method(s) you will use. These methods include:
a. Observation
b. Feedback
c. Reflection
d. Action planning
e. Direct observation
f. Self-assessment
g. Classroom visits
After determining your instructional coaching approach, you must now determine how you will implement it. How often will you meet with each teacher? What type of meetings will you hold? When will you conduct observations? How long will you spend observing each teacher?
Once you have implemented your instructional coaching plan, you must assess whether it was successful. Were your goals met? If not, why not? Did your approach work for you? Why or why not? Was it too time-consuming?
If your initial plan did not produce the results you expected, then you may need to adjust your plan. You may need to:
a. Increase the amount of time spent meeting with each teacher
b. Change your approach
c. Conduct additional research
You should continue your instructional coaching process until you feel confident in your new teaching approach.
Finally, share your experience with others through articles, presentations, newsletters, blogs, etc.
Instructional coaches are academic leaders that give training to the teachers and provide feedback, resources, professional development and modelling, to help schools achieve school improvement and instructional goals. They are expected to have a considerable amount of knowledge and teaching experience. Teacher coaching is an important way to provide teachers with the desired support they need by embedding professional development into their teaching. The role of an instructional coach is to provide coaching to the educators in the area of teaching. The following list of attributes will serve as a good starting point for developing and nurturing instructional coaches.
In essence, the role of an instructional coach is to serve as a beacon, guiding teachers towards their professional development goals while fostering a culture of collaborative learning and continuous improvement.
There are several methods of instructional coaching. Coaches need to identify the major needs of their teachers like teachers identify the needs of their students. There is no fixed method of coaching; however, many schools find it helpful to use a structured coaching process. The steps of this process are set by the teacher and the instructional coach and are mostly focused on teachers' shortcoming that needs to be reinforced. EL Education defines instructional coaching as an ongoing cycle, which usually includes the following steps
The instructional coaching cycle may look different on basis of the individual needs of educators. It may repeat itself as educators find out about new needs during the reflection step of the cycle.
Until now, the area of instructional coaching hasn’t been extensively studied. Before enforcing instructional coaching, schools must understand how coaching can affect students, principals and teachers. Empirical evidence validates the necessity for instructional coaching in schools. Research reveals that instructional coaching encourages reflection and collaboration. Also, the research revealed that effective coaching widens teacher capacity by promoting positive cultural change and by embedding professional teacher learning.
Using instructional coaches means customizing teachers' professional development in education. Coaches may use the steps discussed above or similar steps to individual needs of teacher education, ultimately leading to a positive effect on student learning. Instructional coaching programs evaluations show that coaching may result in significant changes in teaching practices, leaving a positive impact on student achievement.
One example of an instructional coaching process might be an instructor whose pupils struggle to link new and prior learning and in seeing the relevance of lesson activities. A coach may identify this issue as being due to the teacher’s lesson introductions which are extraordinary long and lack focus. The coach may arrange feedback meetings and help in designing a new step of effective teaching through scripting out a lesson introduction that connects past, present and future learning, providing a model example and getting the instructor to practise this particular aspect of their lesson with coaching feedback.
Professional development in education is a crucial deliberate practice of school improvement programs. Teaching-based school leadership use data to decide what professional development is needed for improving instructions and strengthening student learning. Unfortunately, the time and funding are usually not available to provide teachers with the professional development they require.
Through a long-term, incremental deliberate practice to teacher development, effective teacher education and instructional coaching programme may help teachers to bring long term changes to their classroom practice, whilst instantly developing the mental models needed to implement these new strategies properly. This makes the impact of interventions on teaching coaching a crucial professional development strategy. Following are some features of successful instructional coaching:
Just like a coaching team in any other area of life, instructional coaches are not necessarily expert practitioners of the craft, but they are expected to have extensive knowledge of declarative teaching practice rather than tacit i.e. they must understand why something is done, what is done and how something is done. The impact of interventions of Instructional coaching is particular because of its incremental and specific nature. It also recognizes that experienced teachers need high levels of assistance to adopt new changes in their classroom's complex environments.
Novice teachers can modify their current performance level to become senior leaders and achieve a target performance level while practising a series of sub-goals with the help of an instructional coach. The coaching of teachers seeks to enable educators to become an effective teacher while overcoming the current ingrained habits and acquiring new behaviours. The coach provides his input after observing the practitioner’s current performance, then the coach sets precise sub-goals and designs practice. In absence of any of these active ingredients, the positive effects of instructional coaching wouldn't be sufficient to meet the professional needs of teachers.
As discussed in the previous section, instructional coaches provide invaluable support to teachers, helping them refine their instructional practices and improve student outcomes. In addition to expert coaches, another essential component of effective teacher education is collaborative coaching, which encourages peer-to-peer mentorship among educators.
Collaborative coaching fosters a culture of shared learning and continuous development in education, creating an environment where teachers feel empowered to share their expertise, successes, and challenges with one another. This collaborative approach promotes the practice of school improvement through open communication, mutual support, and shared ownership of goals and action steps.
A study by Johnson, Kardos, Kauffman, Liu, and Donaldson (2004) found that teachers who participated in collaborative coaching programs reported a 25% increase in their sense of efficacy and professional satisfaction. This demonstrates the powerful impact of peer-to-peer mentorship on overall teacher development and effectiveness.
To promote collaborative coaching and peer-to-peer mentorship, school leaders can consider the following top tips:
By prioritizing collaborative coaching and peer-to-peer mentorship, school leaders can create a thriving learning community that supports the ongoing growth and development of all educators. As teachers collaborate and learn from one another, they will be better equipped to navigate the ever-evolving landscape of education, ultimately benefiting both their students and the wider school community.
