Instructional Coaching
Theory: Partnership PhilosophyEquality - Instructional coaches and classroom teachers are partners and must be considered equals.
Choice - Decisions need to be made collaboratively on what will be learned and how. Voice - Both teacher and coach should feel comfortable to express their points of view. Dialogue - Open communication is essential in a partnership including listening and speaking. Reflection - Teachers need to be able to reflect on coaching and decide for themselves what to incorporate. Praxis - Attention should be focused on how to use content practically in the classroom. Reciprocity - Both parties should benefit from this experience and coaches should approach sessions with a learning mentality (Knight, 2007). |
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Education Support Services Team: Instructional Coaching Model. (2013, September). Retrieved from http://tmyles.weebly.com/uploads/2/6/2/6/26261249/nb_instructional_coaching_model.pdf Fougere, D. M. (2014). Instructional Coaching Relationships: An Interpretative Phenomenological Analysis (Unpublished master's thesis). University of WIndsor. Retrieved from http://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=6127&context=etd Instructional Coaching: Plan, Observe, Reflect. (n.d.). Retrieved May 20, 2016, from https://www.teachingchannel.org/videos/instructional-coaching-nvps Knight, J. (2007). Instructional Coaching. In Instructional coaching: A partnership approach to improving instruction. Retrieved from http://www.instructionalcoach.org/images/downloads/research-pubs/Chapter2.pdf |