Instructional Coaches Network
Principals Meeting
January 2015
“Any teacher can
become a master
teacher with the
right kind of support
and practice.”
--Robyn Jackson
Why Instructional Coaching?
1.Coaching leads to implementation of
effective school improvement practices
when the right conditions are in place.
2.Coaching leads to increased fidelity of
scientifically proven instructional
practices.
3.Coaching promotes positive
conversations in schools.
What is an Instructional Coach?
An onsite professional developer who
teaches educators how to use proven
teaching methods.
These are your instructional leaders
who address the “what” and the
“how” of teaching. They work to do
that through:
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Partnership Principles
Goal Setting
Strategic Conversations
Employing instructional strategies
Collecting Data
How is what ICs do different than your role as
an instructional leader?
Just like we practice differentiated instruction with students,
ICs approach their work with each coachee in a different way.
The I.C.’s feedback is formative
To a teacher –
your feedback
could feel
summative
How is what ICs do different than your role as an
instructional leader?
Level
Description
Goal
Novice
Has minimal exposure, experience or expertise
Acquire
Apprentice
In the process of building proficiency and can perform
routine tasks on their own. Often lacks intuitive “teacher
sense.”
Apply
Practitioner
Proficient teaching practice; shows skill and economy. Can
teach others but performance isn’t entirely seamless.
Assimilate
Master Teacher
Can deal with tough and unusual cases. Empowers student
ownership. Sets best practice.
Adapt
High Will
Low Skill
High Will
High Skill
Low Will
Low Skill
Low Will
High Skill
You do it
as an
evaluator;
they do it
as a coach
Turn and Talk
Consider the benefits of having
an Instructional Coach in your building…
The most effective change an
Instructional Coach could
make in my building would
be…
Testimonials
“Thank you for
helping me
communicate more
clearly and in turn
impact others’
teaching”
“Thank you for helping my
colleagues and me grow in
our craft of teaching”
“This really giving us what we
can turn around and use the
next day (literally) and better
our own teaching!”
ISD’s Current Commitment
It’s been 3 years in the making…
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3 Professional Development Days in the summer
2 Professional Development Days during the school year
2 Days to meet with your fellow coaches/coachee
Provoking Articles, Discussions, Email, Networking
Substitute Cost Paid
Modest Stipend for summer training
SCECHs for training days
Your Commitment
 Start thinking about your Master Teachers or those
who want to be a Master Teacher
Level
Novice
Description
Goal
Has minimal exposure, experience or
expertise
Acquire
In the process of building proficiency and
can perform routine tasks on their own.
Often lacks intuitive “teacher sense.”
Apply
Practitioner
Proficient teaching practice; shows skill
and economy. Can teach others but
performance isn’t entirely seamless.
Assimilate
Master
Teacher
Can deal with tough and unusual cases.
Empowers student ownership. Sets best
practice.
Adapt
Apprentice
High Will
Low Skill
High Will
High Skill
Low Will
Low Skill
Low Will
High Skill
Instructional Coach
Principal
Main role:
encourage
teachers to work
with the I.C.
Main role: shares routines
and strategies
In doing so, perspective on
what’s happening in the
school is shared.
TOGETHER:
Identify teachers who can
benefit most from an I.C.
Our focus for next time…
Putting it into practice…
We will explore a short lesson and scenario from
an Instructional Coaches PD Day
Questions?
ISD ICN Team
 Rebecca Bush rbush@oaisd.org
 Robyn Decker rdecker@oaisd.org
 Anne Thorp athorp@oaisd.org
Thank
You!!