INSTRUCTIONAL

COACHING MODEL

TABLE OF CONTENTS
INTRODUCTION
PURPOSE
GOALS
ROLES AND RESPONSIBILITIES
INSTRUCTIONAL COACHES
ADMINISTRATION
SUPERINTENDENT
PRINCIPAL
CURRICULUM DIRECTOR
TEACHERS
DIRECTOR OF TECHNOLOGY
TASKS NOT INCLUDED
Works Cited

INTRODUCTION:
A truly effective educator is one who facilitates learning for their
students by offering a developmentally appropriate education with rich
experiences, technology integration, differentiated instruction, multiple
intelligences,formative assessment and reflective practices. However, teachers
are not always given resources, assistance or time to create and develop these
enriching experiences for students. They are placed in a room where they are
the expert, but need more assistance than can be rendered by overworked
administrative staff or mentors who are busy in their own classroom.
Therefore, the Instructional Coach is a position designed to provide educators
with an experienced and motivated team capable of collaborating with each
individual staff member. Whereupon, feedback derived from observation,
communication and collaboration is not evaluative, but meant to help improve
the teachers craft.
There are two factors, which inhibit an educators use of technology in
the classroom. External factors include the lack of equipment available to
students and staff. Internal factors include emotional responses related to
the lack of confidence, experience, and reflection. External factors are not
generally an issue at Cardinal, due to the liberal access to devices and
instruments of technology to improve instruction. Therefore, the focus of the
Instructional Technology Coaching Model will be to improve the internal
factors through support of classroom practices, behavior management, as well
as technology integration training and support.
Instructional coaches will assist teachers in creating authentic
learning experiences for their students by building rich, formative
assessments. Instructional coaches provide learning support so teachers can
continue to encourage students to solve problems and take an active role in

their own learning. Teachers need to be able to create learner-centered

environments where failure is looked upon as an opportunity for learning.
Instructional coaches are classroom collaborators who help teachers inspire
students to develop a love for learning that can last a lifetime.
Education is evolving, but that does not mean educators must change who
they are or get away from teaching. They need assistance in incorporating
their personal teaching style into meaningful daily tasks, which can help
educators become more efficient, and students become more engaged. Ultimately,
the instructional coaches focus on building authentic experiences in learning
through differentiated instruction. Coaches will show that technology is not a
pedagogy it is a tool used to enhance the effectiveness and relevance of
education students receive.
The instructional coach model desires to weave technology inside quality
instruction, but acknowledge that a device, app or website is not what
constitutes an effective 21st Century Learning program. Instructional coaches
wish to inspire creativity, collaboration, communication and critical thinking
throughout the entire community. Through feedback, resources, support, coteaching and leadership the instructional coaches will make data-driven
decisions and reflective teaching the priority. Thus, technology-infusion and
effective instruction will be integrated into every fiber of the educational
environment.

Purpose
To assist teachers in enhancing student achievement and accelerating
engagement in the learning process by building relationships,
supporting effective instruction, and utilizing appropriate
technology.

The Four Cs of 21st Century Learning

Collaboration
Communication
Creativity
Critical Thinking

Goals/Actions:
1. After each interaction the instructional coach has with a teacher,
the educator will be more excited to teach tomorrow.
Leave a note after every classroom observation/visit
Provide feedback for the educator
Offer tools and assistance using Gradual Release of
Responsibility to improve instruction
2. Help the teacher to flourish by emphasizing the person first.
Develop lessons based on their passion and teaching
style
Working on something you do not love is
called stress. Working on something you love is called
passion.
Teacher Tinker Time every Friday
No one is allowed to share about school
work, but we provide different activities for them to have
fun and be a person during their prep
Zen Tangles, Lego building
contests, online games, Wii tournament, etc
Each week will be
different except the fourth Friday they will
vote via Doodlepoll what they would like to see
again.
3. Provide teachers opportunities to showcase their skills and their
students work.
Visionary Voices
Teachers sharing on a podcast what they
are doing in their room
Students sharing their learning via
podcast
4. Create an adult learning space and opportunities to access it.
Physical Needs- whiteboard conference table,
Promethean board, whiteboard, corkboard

Write goals on wall

Data wall for us will chart classrooms
visited, lessons taught, mentor conferences etc
Tinker Time
Every other Wednesday we will allow elem teacher to
use prep time + 30 min coverage
This 30 mins will be covered by one of us
to teach a technology skill to the students or a fun
activity tied to their learning
5. Be present in classrooms, planning and/or collaborating with a
teacher more minutes of the day than not.
Planning and collaborating with teachers
Invitations
Observing in classrooms throughout the day even if not
invited

Roles and Responsibilities of Instructional (Tech) Coach

Role #1: Classroom Supporter
Purpose: To increase the quality and effectiveness of
classroom instruction based on using the gradual release model and
may include but is not limited to:
a. Collaborating
b. Coplanning
c. Modeling
d. Coteaching
e. Provide descriptive feedback based on
teacher requested or informal observation
Role #2: Instructional Resource
Purpose: To identify a variety of resources to support
the implementation of effective instructional strategies meant to
enhance student achievement including but not limited to:
a. Identifying instructional and assessment
resources requested by teachers
b. Sharing research and instructional best
practices
c. Differentiation of instruction
d. Behavior Management Assistance
Role #3: Facilitator for Change
Purpose: To engage teachers in reflective thinking
while looking at their own instructional practices critically and
analytically including but not limited to:
a. Fostering a safe, non-evaluative, and
trusting environment for teachers
b. Introducing alternatives and refinements
for teacher instructional practices
Role #4: Learner
Purpose: To engage in continuous learning in order to
keep current including but not limited to:
a. Engaging in professional development
opportunities and professional reading
b. Practicing and reflecting about what is
learned
Role #5: Professional Learning Leader
Purpose: To design, communicate and facilitate
effective professional learning opportunities
a. Providing differentiated professional
development
b. Promoting and sharing instructional
practices impacting students
c. Acting as a strong advocate for student
and adult learning

Roles and Responsibilities of Superintendent

Role #1: Administrative and Community Communicator

Purpose: To build understanding of the role of
the Instructional Coach in the learning process and how the
position will impact the district initiatives including but
not limited to:
a. Sharing success with school board and
community members
b. Discussing needs and concerns with
administration from each building
c. Creating an open forum for concerns
and ideas to be shared from or with the Instructional
Coach.
Role #2: Administrative Supporter
Purpose: To support administrative team and
coaches including but not limited to:
a. Seeking training opportunities to
assist in improving the coaching model
b. Coaching through fierce conversations
c. Providing funding or accessibility to
materials needed to enhance coaching
Role #3 Administrative Leader
Purpose: To provide administrators and coaches
with feedback to improve including but not limited to:
a. Evaluations and observations
b. Discussion and coaching
c. Committing to meet regularly with
coaches and leadership to team to support their roles

Roles and Responsibilities of Principal

Role #1:Communicator
Purpose: To build understanding of the
interconnectedness of the coaching model, school improvement
plans, and district initiatives including but not limited
to:
a. Articulating the purpose and
components of Instructional Coaching to staff
b. Leading and communicating to staff
about the district and building initiatives in
relation to Instructional Coaching
Role #2:Facilitator
Purpose:To collaboratively plan and coordinate
professional learning including but not limited to:
a. Fostering a safe and trusting
environment
b. Aligning professional development with
coaching goals in mind and allowing time for
instructional coaches to provide differentiated PD
c. Facilitating access to Instructional
Coaches
Role #3:Instructional Leader
Purpose: To support coaches and teachers in the
coaching model including but not limited to:
a. Implementing the school and district
initiatives
b. Acting as a strong advocate for
student learning based on data used to inform
instruction
c. Sharing best practices research with
coaches
d. Committing to meet regularly with
coaches and leadership to team to support their roles
Role #4: Learner
Purpose: To promote and model professional
learning including but not limited to:
a. Engaging in professional reading and
learning opportunities
b. Participating actively in teaching and
learning
Role #5: Evaluator
Purpose: To provide instructional coaches with
the opportunity to grow including but not limited to:
a. Evaluating the coaches

b. Providing regular and consistent

feedback to coaches

Roles and Responsibilities of Curriculum Director

Role #1: Instructional Supporter
Purpose: To support the implementation of effective
instructional strategies including but not limited to:
a. Assessment for learning
b. Differentiation of instruction
c. Standards based grading
d. Building teacher capacity by working with
instructional coaches and intervention groups
Role #2: Curriculum or Content Facilitator
Purpose: To promote implementation of state standards
through adopted curricula including but not limited to:
a. Increasing teacher content knowledge
b. Facilitating a better understanding of the
structure of the written, taught, and tested curriculum
c. Dissecting standards to guide identification of
essential knowledge and skills
d. Using Instructional Coaches for feedback on areas
of teacher concern or misconceptions/understandings
Role #3: Data Coach
Purpose: To facilitate conversations using data to drive
instructional decisions including but not limited to:
a. Collaborating with teachers to analyze formative
and summative student achievement data
b. Assisting teachers with the use of data to
improve student learning
c. Collaborating with Instructional Coaches to find
ways to improve student learning

Roles and Responsibilities of Teachers

Role #1: Instructor
Purpose: Reflect, refine and implement effective instructional
practices to increase student achievement including but not limited to:
a. Aligning instruction to standards (written, taught,
and tested curricula)
b. Advocating for their students learning needs
c. Collaborating with coaches on a regular basis
Role #2: Learner
Purpose: To engage in continuous learning including but not
limited to:
a. Choosing learning opportunities, supported by the
instructional coach, e.g. book studies, collaboration time, site
based workshops, oneonone coaching, coplanning
b. Creating learning goals with the instructional coach
to improve instruction and utilize technology in the classroom
c. Exploring, implementing, reflecting, and adhering to
best practices
d. Learning and implementing intervention strategies and
technology in the classroom
Role #3: Learning Partner
Purpose: To engage in professional collaborative relationships
including but not limited to:
a. Fostering a safe, trusting environment
b. Participating actively with instruction coaches
Role #4: Assessor
Purpose: To participate in data conversations that influence
instructional decisions including but not limited to:
a. Analyzing formative and summative assessment
b. Using assessment data to inform instruction

Roles and Responsibilities of Technology Director

Role #1 Technology Leader
Purpose: To provide technology leadership and instruction to
instructional coaches and staff including but not limited to:
a. Leads technology planning and distribution
b. Present progress and training on new and existing
technology
c. Keep abreast of technology trends, to ensure
appropriate technology investments are up-to-date and operational
d. Assists instructional coaches with training necessary
for improving comfort and understanding with devices used in the
classroom
e. Meet regularly to collaborate with instructional
coaches to reflect on best practices and specific requests, needs
or training
Role #2 Operational Systems Technician
Purpose: To offer support to instructional coaches, staff and
students
a. Systematic planning for the development and
implementation of new, efficient and effective technology
solutions
b. Managing operations of mission critical systems and
technology platforms
c. Responsible for security firewall, network and systems
control
d. Repair and troubleshoot network or device error and
damage
Role #3 Technology Coordinator
To coordinate technology hardware, software and digital
development to support classrooms including but not limited to:
a. Ensuring students and staff have the technology needed
to improve learning
b. Drive technology infusion through feedback and
professional development plan
c. Communicating with instructional coaches concerning
needs and resource development or improvement

What Instructional Coaching Is NOT

Evaluating teachers
Providing information that would be used for evaluation
Serving as a substitute teacher
Serving as the principal designee
Taking primary responsibility for the instruction of a
specifically assigned group of students
Performing clerical duties outside the primary job performance
criteria
Developing or preparing school budgets
Disciplining students in an administrative capacity
Maintaining or fixing technology equipment
Internet or Network repair or other duties performed by Technology
Director

Works Cited
(2010). Instructional Coach Model. Spokane Public Schools. Spokane, WA.
Lowther, D.L., Grant, M.M., Marvin, E., Clark, F., & Burr-McNeil, B. (2003). Technology
coach handbook: A resource to support effective technology integration. Appalachian
Technology in Education Consortium and the University of Memphis, Memphis, TN.
Sugar, W. (2005). Instructional Technologist as a Coach: Impact of a Situated Professional
Development Program on Teachers Technology Use. Journal of Technology and Teacher
Education, 13(4), 547-571. Norfolk, VA: SITE.