Every successful instructional coaching program starts with three simple questions: What? Who? and When? Instead of waiting until the school year settles down, instructional coaches can use this practical first-month blueprint to identify an instructional focus, prioritize teacher support, and schedule baseline walkthroughs that build trust and momentum.
How do you prepare instructional coaches before the school year begins? Strong instructional coaching programs are built before August, not during it. In this guide, you’ll learn three essential leadership steps to identify coaching priorities, build a system for tracking impact, and create accountability so your instructional coaching program stays focused on improving teacher practice and student outcomes all year long.
If instructional coaches keep reteaching the same priority skills, that is not a coincidence. It is a system signal. This post explores how to analyze coaching data trends, diagnose root causes, and move from isolated teacher support to school-wide solutions.
In my previous blog, I argued that vaguely instructing teachers to ‘increase student engagement’ isn’t helpful feedback. This week, after a few classroom observations, I realized something else: sometimes what we call an engagement problem isn’t just about engagement.
“Let’s all work to increase student engagement so that students can own their learning!” has been a collective rallying cry for a while now. But, if we are making it a priority and going so far as to add it to lesson planning requirements , why isn’t it translating to classroom practice or higher student outcomes? I’ve realized that giving general feedback to “increase student engagement” just isn’t good practice. Here are some feedback strategies that will get you the results you want to see.
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