Coaching Professional Learning in the School

Coaching Professional Learning in the School

The instruction coach coordinates professional learning in the school through the cycle of School Professional Learning. 

With the principal, the instruction coach develops the school’s annual Professional Learning Plan. The plan maps each team member’s professional learning journey for the year. 

The instruction coach tracks the teaching team’s progress in achieving the targets outlined in the plan and holds professional learning conversations to ensure they receive coaching and training as needed.

1. Introduction 

When reviewing the Weekly Data Review Report,
the instruction coach Ray and the principal Sally identify that
a teacher called Emily is effectively delivering classroom transitions. However, her student engagement levels are below ninety per cent during an engagement observation.

2. Review

Ray is tasked to resolve this anomaly with Emily. He provides feedback
on what is working well before discussing the less than optimal engagement levels. Ray offers advice and assigns Emily the Use Engagement Techniques module as training. She completes the module that week and puts her newly learnt skills into practice.

4. Re-inspire

The instruction coach Ray schedules an assessment later that term, so Emily has had a lot of time to practice. He observes that the teacher is now mastering the engagement techniques. Ray provides an accreditation to Emily and shares her success with other staff in that week’s staff meeting.

3. Resolve

The principal Sally completes engagement observations the following week. She observes Emily’s progress and more vigorous use of engagement techniques. She notes that student engagement is reaching its targeted ninety per cent during the observation.