Part 2: IC Tips based upon the 6 Components of Instructional Coaching

Continued...

A strong instructional coach will use each of the above components as they work with teacher. However, there is difficult to follow a predetermined sequence for these coaching components.  Based upon where the teacher is at on the change continuum is just one  of the potential factors that plays into how the instructional coach will approach working with the teacher.  The instructional coach must rely upon the relationships built based upon the partnership approach to determine where to involve the teacher.  Some of these components may be repeated several times or omitted all together based upon teacher and student needs and preparedness.

Model: 

A collaborative effort between both the classroom teacher and the instructional coach to ensure that key "look fors" are established.  The teacher establishes what he or she will be looking for within the lesson, thus ensuring the coach is well prepared to model these key "look fors"  Discipline and behavior expectations are outlined prior to the lesson.  Throughout the lesson a mutual partnership between the coach and teacher is emphasized with the students.  The coach and teacher review the results along with the observation form side-by-side.

Observation Form This can be used by either the teacher during the model lesson or the coach during the observation

Observe:

"You watch me, I watch you".  Knight stresses in Chapter 6 that this is meant to be an informal observation and the more often that these observations occur, the more comfortable they teacher will be in inviting in an observer. The data that the coach records during the observation varies depending on what intervention the teacher is working to incorporate into the classroom.  The coach will also use the same observation form as the form in the modeling component to only record the expected teaching practices.  This is crucial for the data conversation after the lesson has been delivered.  Additional positive notes highlighting successful actions taken within the classroom.  The specifics documented during the observation provide the teacher with data for conversation and reflection with the instructional coach.  

Explore:

Side-by-side the coach and teacher review the data after an observation or model lesson.  The coach must be careful not to provide top down feedback to the teacher (Knight 2007, p. 123-125). Here are some example coaching questions post-observation.  

"How do you think that went?" 

"OK, now based on either your experience or this form we've go, what do you think were the components that made that go really well?" 

"OK, what do you think some things were either according to your experience or what I have on this observation form, what are some things that we kind of still need to work on as a team?"

When providing feedback it is pertinent that the coach provides specific, nonattributive feedback.  Provide the teacher with specific examples vs. shallow praise.

What great tips do you have to share for modeling, observing, or exploring the data with your teachers?