Introducing Instructional Coaching as a possible coaching intervention in schools with compelling statistics on the impact of coaching on teachers and students (this was my assignment for my Coaching in Education module).

1. Coaching-related intervention in an
educational setting
Mariam Nazarudin
u1220504

12. some

14. How are we currently supporting
teachers

15. How are we currently supporting
teachers
Formal training

16. How are we currently supporting
teachers
Formal training
Mentoring new teachers

17. How are we currently supporting
teachers
Formal training
Mentoring new teachers
Hire better qualified
teachers

18. How are we currently supporting
teachers
Formal training
Mentoring new teachers
Hire better qualified
teachers
Collaborative (co-) coaching around
learning & teaching practices

20. What else can we do to maximise
teachers’ potential…

23. coaching around practice of
instruction / teaching

24. professional
development
teacher receive in
support of these
practices
aspects of teacher quality influence student
achievement
teacher characteristics
external to the classroom
(e.g. Educational
attainment)
classroom practice
(Wenglinsky, 2002; Laitsch 2003)

25. professional
development
teacher receive in
support of these
practices
aspects of teacher quality influence student
achievement
teacher characteristics
external to the classroom
(e.g. Educational
attainment)
classroom practice
effect
size .56
effect
size .33
effect
size .09
(Wenglinsky, 2002; Laitsch 2003)

27. single most dominant factor affecting student
academic gain is teacher effect
(Sanders & Rivers, 1996)

28. RAND Corporation, 2012

29. (Ross, 1992)

30. Instructional Coaching is a partnership approach

31. Instructional Coaching is a partnership approach
governed by 7 principles
Equality
Reciprocity
Praxis
Reflection
Dialogue
Voice
Choice

32. Instructional Coaching is a partnership approach
governed by seven principles
and seven practices
Equality
Reciprocity
Praxis
Reflection
Dialogue
Voice
Choice
Enrol
Refine
Explore
Observe
Model
Explain
Identify
Instructional Coaching: Kansas Coaching Project, n.d.;
Knight, 2012; Knight, n.d.;
Knight & van Nieuwerburgh, 2012

33. instructional coaches and teachers are equal partner

34. teachers have choices on what and how they learn

35. empower and respect voices of teachers

36. Professional learning enable authentic dialogue

37. teachers to reflect on ideas before adopting them,
free to accept or reject them

38. praxis: apply learning to real-life practice,
reconstruct and use content the way teachers consider
most useful

39. Reciprocity: benefit from success, learning &
experience of others

40. Instructional Coaching:
How do seven practices
look?
Enrol RefineExploreObserveModelExplainIdentify

41. Enrol teachers choose to opt in
coaching as development intervention can be:
part of professional learning discussion
recommend by head teacher/deputy head
teacher
link to school’s vision
instructional coach hold briefing sessions with
teachers

42. Identify teachers dialogue, reflect and choose
practice to learn (link with Praxis)
instructional coach meet teachers individually
to identify needs and discuss possible
interventions

43. Explain teachers dialogue, reflect and choose
practice to trial
collaboration on practice:
instructional coach explain precisely but
provisionally on practice
teachers offer suggestions on how to adapt
for their classroom
co-construct observation form

44. Model teachers reflect and dialogue on the
practice they observed
coach demonstrate the practice
teacher observe and record on observation form

45. Observe teachers implement practice
coach observe teacher and record on
observation form
discuss how the practice went

46. Explore teachers reach conclusion on practice
coach provide feedback from observation
collaboratively explore the data

47. Refine Teachers continue practising
coach provide on-going support (feedback-
model-observe-feedback) until teachers use
practice effectively and habitually

48. (Knight, n.d.)

49. “My work is practical. What matters most is what
happens in the classroom... show how [teachers]
can be effective and successful”.
David Ginsburg, Instructional Coach, Philadelphia
(Wong & Wong, 2012)

50. “vital to the success of our students due to the
way that we collected data and made
instructional decisions based on that
data”
Nichole Zoeller, Title I, Irving Elementary School
(Instructional Coaching Testimonials, 2012)

51. “discovers new strategies to support children’s
learning... starting to see children’s language and literacy
skills improve.”
Amelia, Teacher, Massachusetts
(Skiffington, Washburn & Elliott, 2011)

52. “As a result of the coaching that our teachers now receive...
students, such as myself, are showing a higher level of
interest and understanding in the classroom, which in
turn leads to better grades and a better overall education”.
Nicholas Adams, Sophomore At Bellwood-antis High School, Pennsylvania
(PAHSCI, n.d.)
Pennsylvania High School Coaching Initiative
More voices from students, teachers, principals and coaches on the PAHSCI site

53. Teachers leaving out
major components of
teaching practices outlined
in instructional manuals
Teachers uses teaching
practices closely outlined in
instructional manuals
4%
13%
Student Improvement
(Knight, 2005)

54. providing on-going instructional coaching support,
generates implementation rate of at least 85%
(Knight, 2005)

55. providing on-going instructional coaching support,
generates implementation rate of at least 85%
(Knight, 2005)
Standard “sit-and-
get” workshop
around 10%

56. 95% of teachers experiencing high intensity one-on-one
coaching changed classroom practice compared with 80% of
teachers experiencing low intensity one-on-one coaching
high intensity: once or twice a month
low intensity: once or twice a semester
(PIIC, 2013)
Pennsylvania Institute for Instructional Coaching

58. Arrange for Instructional Coach to do a presentation to
teachers
Offer places to 4 volunteer teachers to trial the
effectiveness of Instructional Coaching for one term (4
months)
Gather teachers’ insights on their journey (qualitative)
Gather students’ feedback (qualitative)
Return here to present findings and recommendations if
Instructional Coaching should be added as another
element of professional development for teachers

59. References
Instructional Coaching: Kansas Coaching Project (n.d.). Retrieved from
http://instructionalcoach.org/about/about-coaching
Instructional Coaching Testimonials (2012). Testimonials. Learning is growing.
Retrieved from https://learningisgrowing.wordpress.com/testimonials/
Knight, J. (2005). A primer on instructional coaches. Principal leadership, 5(9), 16-21.
Retrieved from
http://www.instructionalcoach.org/images/downloads/articles/Knight_PL2
005-05.pdf
Knight, J. (2012). Coaching to improve teaching: Using the instructional coaching
model. In C. Nieuwerburgh (Ed.), Coaching in education: Getting better
results for students, educators and parents (pp. 93-113). London: Karnac.
Knight, J. (n.d.). Instructional coaching. Instructional Coaching Kansas Coaching
Project. Retrieved from
http://www.instructionalcoach.org/images/downloads/research-
pubs/Chapter2.pdf

60. References
Knight, J. & van Nieuwerburgh, C. (2012). Instructional coaching: a focus on practice.
Coaching: An international journal of theory, research and practice, 5(2),
100-112.
Laitsch, D. (2003). The effect of classroom practice on student achievement.
ResearchBrief, 1(11). Retrieved from
http://www.ascd.org/publications/researchbrief/v1n11/toc.aspx
PAHSCI (n.d.). Voices from the field: Instructional coaching works. Pennsylvania High
School Coaching Initiative. Retrieved from
http://pahsci.pacoaching.org/index.php/instructional-coaching/voices-
from-the-field
PIIC (2013). Teacher perceptions of instructional coaching. Pennsylvania institute for
instructional coaching. Retrieved from
http://piic.pacoaching.org/images/PIICdocuments/Research_and_Eval/piic
%20teacher%20perceptions%20march%202013.fhi360.pdf

61. References
RAND Corporation (2012). Teachers matter: Understanding teachers’ impact on
student achievement. Measuring teacher effectiveness. Retrieved from
http://www.rand.org/education/projects/measuring-teacher-
effectiveness/teachers-matter.html
Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student
achievement. Canadian Journal of Education/Revue canadienne de
l'education, 17(1), 51-65. Retrieved from http://www.csse-
scee.ca/CJE/Articles/FullText/CJE17-1/CJE17-1.pdf#page=53
Sanders, W. & Rivers, J. (1996). Cumulative and residual effects of teachers on future
student academic achievement (Research Progress Report). Knoxville, TN:
University of Tennessee Value-Added Research and Assessment Center.
Retrieved from http://www.cgp.upenn.edu/pdf/Sanders_Rivers-
TVASS_teacher%20effects.pdf

62. References
Skiffington, S., Washburn, S., & Elliott, K. (2011). Instructional coaching: Helping
preschool teachers reach their full potential. Young Children, 66(3), 12-19.
Retrieved from
https://www.naeyc.org/files/yc/file/201105/Teachers_Full_Potential_Onlin
eMay2011.pdf
Wenglinsky, H. (2002). How schools matter: The link between teacher classroom
practices and student academic performance. Education Policy Analysis
Archives, 10(12). doi: http://dx.doi.org/10.14507/epaa.v10n12.2002
Wong, H. & Wong, R. (2012). Effective teaching: The lasting impact of instructional
coaching. Teachers.Net Gazette, 9(10). Retrieved from
http://www.teachers.net/wong/OCT12/