Part 1: IC Tips based upon the 6 Components of Instructional Coaching

Instructional Coaching Components

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.

Here is a brief break down of  the first 3 of the 6 components. When I say brief I mean brief.  Chapters 5 and 6 are crucial reads or refresher for any IC reflecting upon this school year and looking ahead to the next.

Enroll:

How does an IC get a teacher on-board?  Enrolling teacher participation in a coaching partnership can best be achieved through one-on-one interviews, small group presentations, large group presentations, informal conversations, and/or administrator referral.  Using a series of interview questions small group and one-to-one interviews have proven to be the most successful way to enroll teachers to participate within the process. (Knight, 2007 p.89-96)  

Identify:

Now that teachers and/or small groups have identified themselves as interested, the next question is where to start? Note: Not to worry about the length of your enrolled teacher list.  The coaches preparedness is what will make this list grow! (Knight, 2007 p.99)  Using the Big 4 an IC and teacher(s) can focus in on specifically what areas may need to be focused in on (Knight, 2007 p. 100).  These can vary throughout the school year depending upon the intervention, strategy, content, etc.

The Big Four

Behavior: Is classroom management under control? Content: Does the teacher understand the content, have a plan, and understand which information is most important? Instruction: Is the teacher using teaching practices that ensure all students master content? Formative Assessment: Do the teacher and students know if students are mastering content?

Explain:

The IC's job includes explaining how a proven practice can be implementing within the teaching practice.  Thus, it is crucial that the coach not only understands the proven practice but can explain it clearly to the teacher.  The coach may have to read and research the practice further in order to clearly explain the practice before synthesizing it with the teachers and their students.  The coach may have to break down the practice into smaller chunks that allow for true mastery of the teaching practice.  Next, the coach must look at the practice from the classroom teachers' perspective as a feasible option otherwise providing modifications that make the teaching practice a realistic application for the classroom.  Finally, the coach must simplify the practice as needed to realistically meet the classroom and teachers goals.  This planning on the coaches part is a necessity and in my opinion often overlooked by some coaches as it is so time consuming.

As we are looking to wrap up one school year and head into a new one how do you plan to enroll participating teachers for the 2013-2014 school year?  What are the key needs that you're identifying?