Job-embedded Instructional Coaching refers to the belief that professional development through an instructional coaching BDA cycle. This is most successful when it is personalized, teacher-driven, and part of the ongoing teaching and learning process. In the spirit of a growth mindset, we believe that instructional coaching should support each teacher's desire to grow professionally and personally through reflective practice.
Many teachers have identified a clear need for instructional coaching support. Some areas where instructional coaches can offer job-embedded training, professional development, and through reflective practice are found below.
- Canvas and other learning technologies
- Co-lesson/Co-unit planning
- Formative and summative assessment planning
- Developing student engagement strategies
- Find solutions to general teacher concerns (resources, technology, colleague networking, etc.)
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- Analyze student data together
- Facilitate customized job-embedded PD for departments/teams/grade levels
- Help find resources for the classroom
- New resource implementation
- Classroom management practices
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Additional instructional focus areas where instructional coaches can offer feedback can be found below.
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Differentiation
- Scaffolding of lessons to meet diverse student needs
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Pacing
- Too fast, too slow?
- Time spent in each lesson component
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Strategic Questioning/Objective
- Connect to lesson target/objective
- Assess understanding
- Stretch student thinking beyond yes/no
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Clarity of Presentation
- Modeling
- Clarifying
- Providing clear directions
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Student Movement
- Positive
- quickly transitioning
- following directions
- taking initiative
- Negative
- getting out of seat frequently
- fidgeting
- interfering with others
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Student Engagement
- Positive
- volunteering responses
- on-task student-to-student interaction
- listening
- carrying out responsibilities
- Negative
- speaking out while off-task
- off-task student-to-student interaction
- interrupting
- interfering
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Use of Time
- Transitions from one activity to another
- Time spent with individual students or small groups
- Time spent getting lesson/class started
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Monitoring/Checks for Understanding
- Monitoring student progress during independent work time
- Pauses at appropriate points in the lesson to check for student understanding
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Participation Strategies
- Ensure a variety of student voices
- Use of discussion protocols
- Opportunities for partner or small group collaborative work
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Classroom Arrangement
- Furniture placement
- Visual supports on walls
- Environment for learning
- Provision for multiple uses of space
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Material Management
- student and teacher materials organized to support the flow of the lesson
- Handouts are clear, meaningful, and appropriate
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Instructional Strategies
- Flipped classroom
- Project-based learning
- Inquiry-based learning
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Motivating Learners
- Offering student learning environment choice
- Offering student assessment choice
- Badging and Micro-credentials
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Information Source URL: https://www.mshouser.com