Instructional Coaches

• Instructional coaching is grounded in a partnership approach.
• Coaches and teachers work as professional equals, collaborating with mutual respect and shared responsibility.
• Coaching is non-evaluative and centered on dialogue rather than directives.
• Goals are co-constructed based on teacher priorities and student needs.

• Instructional coaches support both the how and the who of teaching by attending to teachers’ emotional, cognitive, and technical needs.
• Coaching intentionally addresses identity, equity, mindset, and resilience as essential components of effective practice.
• Through deep listening and thoughtful inquiry, instructional coaches foster meaningful professional growth.

• Instructional coaching is rooted in improving student outcomes through clear, measurable learning goals aligned to coaching cycles.
• Instructional coaches collaborate with teachers to analyze student work and data, plan instruction, and assess instructional impact.
• Professional learning is framed through the lens of what students need to learn, rather than solely what teachers need to teach.

Instructional coaching is embedded in the praxis and the  day-to-day work of teachers, with regular classroom visits/support, Purposeful Planning time (and additional planning time, if needed), wrap time meetings, grade level/department meetings, and flexible scheduling based on teacher needs.

Cycles begin with co-planning around student goals, include classroom modeling or co-teaching, and end with reflection on student progress.  Together, the teacher and the instructional coach determine the amount of time (days/weeks) needed.

Instructional coaches support teachers in analyzing and using formative and summative data to set goals, design instruction, and monitor student growth.

Instructional coaches facilitate conversations that promote self-awareness, curiosity, and professional agency.

Instructional coaches engage teachers in dialogue about equity, access, and culturally and linguistically responsive pedagogy in order to remove barriers and improve outcomes for all students.

• Thought Partner who collaborates with teachers to co-construct instructional plans and problem-solve challenges.
• Facilitator of Learning who supports teachers in applying evidence-based instructional strategies.
• Instructional Partner who nurtures a growth mindset and sustains continuous improvement.
• Equity Advocate who partners with teachers to implement inclusive and equitable instructional practices.

Building administrators play a critical role in supporting instructional coaching by establishing the conditions that allow coaching to be effective and sustainable. Administrators support instructional coaching by:

• Establish clear purpose and expectations by communicating that instructional coaching is non-evaluative, confidential, and focused on professional growth.
• Reinforce that coaching is separate from supervision and evaluation, building trust and encouraging teacher participation.
• Respect the coach–teacher partnership and avoid positioning instructional coaches as compliance agents.
• Collaborate with instructional coaches to align coaching with school improvement plans, district initiatives, and student learning priorities while honoring teacher growth goals.
• Create structural conditions for coaching success by providing time, access, and flexibility, including common planning time, coaching days, classroom visits, and protected time for reflection and collaboration.
• Identify and remove systemic barriers that limit teacher growth and prioritize sustainable coaching structures within the school schedule.
• Support a culture of adult learning by modeling curiosity, reflection, and a growth mindset.
• Encourage professional risk-taking, reflective practice, and continuous learning across the school community.

• Improved student achievement and engagement.
• Increased teacher efficacy and instructional excellence.
• Stronger professional relationships and collaboration.
• Sustainable systems of support for continuous learning.
• A thriving culture of curiosity that nurtures teachers’ love of learning and growth.