“This series is designed to support coaches of any range of experience with shared spaces with peers to reflect on their craft and identify ways to make their support more student centered and more efficient and replicable. The design focuses on key ideas and mindsets of transformational coaching such as the importance of role, cyclical conversation, and relationships.” – Daniel Guerrero, Learning Designer
Instructional coaching is increasingly recognized in education as the most effective form of on-the-job, relevant support available to teachers. The primary purpose of an instructional coach is to build instructional capacity in teachers. In order to do that, great instructional coaches use a student-focused lens to provide a continuous improvement system for teachers via goal-setting, formal and informal observation, feedback, reflection, and collaborative action planning. By supporting teachers to reflect on and improve their teaching, effective coaches can change teacher practice, improve student achievement, build teachers’ content knowledge and content-specific skills, and help facilitate whole-school improvement initiatives. In this 3 part series, we will delve into supporting instructional coaches to articulate this role for themselves, and for stakeholders.
These workshops are designed to support technology coaches, instructional coaches, and school leaders who are doing coaching with an opportunity to build shared language and goals around their role.
I use effective coaching cycles and/or models to support teacher practice.