The Purpose of Instructional Coaching

Instructional coaching is two fold. First and foremost, coaching is about increasing outcomes among students. To increase student outcomes, teacher and coaches work to implement instructional practices in a way that meets the needs of a wide range of students

An equally important goal of coaching is to advance effective instructional practices. Instructional coaches work side-by-side with teachers to put into practice the instructional practices that are deemed effective.

Instructional Coaching Roles


Classroom Supporter

Purpose: To increase the quality and effectiveness of classroom instruction based on using the gradual release model and may include but is not limited to:

  • Collaborating

  • Co-planning

  • Modeling

  • Co-teaching

  • Providing descriptive feedback based on teacher-requested observation


Instructional Supporter

Purpose: To support the implementation of effective instructional strategies including but not limited to:

  • Assessment for learning
  • Differentiation of instruction
  • Standards based grading
  • Building teacher capacity by working with intervention groups


Data Coach

Purpose: To facilitate conversations using data to drive instructional decisions including but not limited to:

  • Collaborating with teachers to analyze all classroom data including formative and summative student achievement data

  • Assisting teachers with the use of data to improve student learning

Resource

Purpose: To identify a variety of resources to enhance classroom instruction and student achievement including but not limited to:

  • Identifying instructional and assessment resources requested by teacher

  • Sharing research and instructional best practices

  • Supporting teachers as they work on their Educator Effectiveness Plan


 



Instructional Coaching roles

do NOT Include:

  • Evaluation of Teachers

  • Providing information that would be used for evaluation

  • Serving as an instructional aide or substitute teacher

  • Administration or scoring of individual student assessments