The instructional coach’s goal is to impact instructional
effectiveness and help raise students’ achievement. Therefore, instructional coaches are a vital
component in the school and school system as they can collaborate with and assist
teachers in both the delivery of instruction and implementation of
researched-based practices. All teachers
have a vested interest in improving their craft as their goal is to improve students’
learning and achievement. In order to
allow teachers to have some control over and choices about their professional
learning, instructional coaches provide on-going and continuous learning
opportunities. These professional learning activities are aligned with
performance outcomes. This type of professional development is focused on the
purpose of both, teacher and student success.
Through on-going and continuous professional development, opportunities
are provided in which teachers can gain a deeper understanding of and address
problems associated with their practice.
To improve their craft, teachers need resources, support, and
feedback. Working with an instructional
coach who can help teachers incorporate researched based practices in the
classroom setting helps to promoting student achievement and improve teacher
performance.What does an instructional coach do? Below is a short video about what they do from the the perspective of actual instructional coaches.
By having instructional coaches assigned to each school
within my school’s district, teachers are provided with opportunities for peer
coaching and collaboration as well as co-planning, modeling, observation, feedback,
and reflection all of which leads to effective teaching strategies. In our
school and district, Instructional coaches work alongside the teacher as they
co-plan lessons and differentiate teaching strategies that support all learning
styles and modalities. Our instructional
coach promotes a collaborative environment where teachers feel valued and
appreciated. Furthermore, our coach supports and encourages teachers. She is also viewed as a peer. In addition, she is someone who collaborates
and reflects with us in regards to our teaching and learning practices in a
non-threatening and supportive manner. Through
a partnership, our coach makes it seem easy and possible for us to successfully
implement new instructional methods into our practice. The nature of the instructional coaching
process allows for continuous communication between our coach and teachers.
Thus, everyone is learning from one another. Because our instructional coach
has a deep understanding of content as well as pedagogy, she is able to use
conferences, workshops, and meetings along with data to initiate conversations
and reflection (Marzano & Simms, 2016, p. 213). All of the efforts of the
teachers and instructional coach are accomplished through the mindset of improving
our teaching practices and increasing student achievement.
Marzano, R., & Simms, J. (2013). Coaching in the classroom: The classroom strategies series. Indiana: Marzano Research.
Thomas, E, Bell, D., Spelmen, M., & Briody, J. (2015). The growth of instructional coaching partner conversations in prek-3 grade teacher professional development experience. Journal of Adult Education, 44(2), 1-6.
Marzano, R., & Simms, J. (2013). Coaching in the classroom: The classroom strategies series. Indiana: Marzano Research.
Thomas, E, Bell, D., Spelmen, M., & Briody, J. (2015). The growth of instructional coaching partner conversations in prek-3 grade teacher professional development experience. Journal of Adult Education, 44(2), 1-6.
Instructional Coaching Image retrieved from http://stetsonassociates.com/wp-content/uploads/2013/04/instructional-coaching.png
