Approaches to Instructional Coaching

Video Transcription

Hi. My name is Ashley, and today's lesson is titled Approaches to Instructional Coaching. In today's lesson, we'll define instructional coaching and look at the role of the coach and teacher during coaching. Then, we'll identify who receives coaching. Lastly, we'll review the different roles of coaching.

What is instructional coaching? Instructional coaching is a form of professional development used to improve teachers' knowledge and skills through coaching one another. Let's take a look at the key components of instructional coaching. First is identify challenges. The coach and teacher identify challenges that occur in the classroom, whether these be challenges with instruction, managing the classroom, or assessment practices.

Next is modeling. The coach may model lessons for teachers to demonstrate best instructional practices for the classroom. My math coach came to my classroom more than once to demonstrate different strategies that I could use with my students. I was so thankful for the demonstration, because afterward, I learned how I could use it myself to improve student engagement.

Observing is another component of instructional coaching. The coach will observe the teacher's use of strategies. This also can give the coach insight on the challenge the teacher is having. Feedback is a major component of coaching. After the observation, the coach provides feedback to the teacher detailing what was observed. The last component of coaching is reflection. The coach encourages the teacher to reflect by asking questions and discussing what was observed.

In coaching, what are the roles of the coach and teacher? Let's take a look at what coaching looks like from the coach's point of view. The coach must offer support to teachers in the classroom by assisting with instructional planning, conducting observations, modeling lessons for the teacher, giving feedback when needed, and having post conferences with teachers to help them with the reflective process.

The coach also serves as an instructional specialist. The coach specializes in certain subject areas and can help assist with developing assessments, both formative and summative, researching strategies to meet the needs of all students, and help with discovery strategies for differentiation. Coaches also provide curriculum support in that they make sure teachers are on track with the curriculum, and lessons and activities are aligned to specifically teach as the curriculum states.

Lastly, instructional coaches assist in examining data. The coach works with the principal and the school leadership team to analyze achievement data and then work with teachers to plan instruction and implement those new strategies based on data.

What does coaching look like from the teacher's point of view? Well, teachers should welcome the opportunity of working with the coach. Working with the coach can provide opportunities to discover and implement new and effective teaching strategies. Teachers should also engage in reflection on their teaching practices and review the feedback of the coach to determine areas where improvement is needed.

Teachers should accept the feedback given by coaches as support toward improving their teaching practices and should ask questions as needed. Lastly, teachers should implement the new strategies they have learned as a result of coaching opportunities.

Who receives coaching? Coaching can be received by the new teacher, the teacher who is new to the school district and needs support during their first year. Struggling teachers may also benefit from coaching. Coaches can assist struggling teachers with improving their teaching practices and increasing student achievement. Lastly, developing teachers may also receive coaching. These are teachers who are working to implement new strategies or methods of instruction or new technologies to their lesson or classroom management programs.

What are the different roles of coaching? We just mentioned the types of teachers who may receive coaching. The role of the coach may vary depending on each situation. In some cases, the coach may be a peer, a school leader or instructional specialist. Even content specialists, instructional coaches, or other persons with specialized skills can be coaches. There will even be times when college decide to coach one another. This is called peer-to-peer coaching.

Most often, with new teacher induction, a veteran teacher supports the novice teacher by assisting them with difficulties they may encounter along the way. Coaches that work with struggling teachers assist teachers on professional improvement plans. Most often, these coaches will be instructional specialists or the school administrator. The two should still create a trusting relationship so that student achievement may be the end result.

School leaders can also serve as coaches for teachers who need improvement. With peer coaching, peers serve as coaches for one another. The teacher and coach take turns as the coach as they collaborate to improve instruction. They support one another by observing each other and providing feedback.

Let's recap what we have discussed in today's lesson. Instructional coaching is a form of professional development used to improve teachers' knowledge and skill through coaching. The coach offers support to teachers, and the teacher welcomes coaching opportunities and implements new strategies that have been learned.

Coaching is for new teachers, teachers who are struggling, and teachers who are developing their instructional methods. And depending on the situation, the role of the coach may vary. For example, coaches who are supporting new teachers would have different responsibilities than a coach supporting a struggling teacher.

Consider the purpose and benefits of instructional coaching. To dive a little deeper and learn how to apply this information, be sure to check out the Additional Resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material.