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From the Institute for Learning (IFL) at the University of Pittsburg comes content-focused coaching with the goal of advance student learning in ELA/literacy, mathematics, and science.

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So much depends on a school's shared beliefs and commitment to aligning actions with those beliefs

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"The key to this isn't just the sense of community that coaches have, it's the moment of intervention during practice," said Victoria Solway, director of teaching and learning at the school. That's what makes this type of coaching different from the standard lesson observation leaders used to do. In a typical observation, the teacher doesn't get any feedback until after the lesson is over, and then it usually feels evaluative. At the British International School of Shanghai, Hopkin and Solway are trying to create an experience among the staff that helps teachers notice their own teaching moves as they happen in the classroom.

"We're trying to get to a space where someone coming into your space isn't the expert," Hopkin said. "You as the teacher are still the expert with responsibility and control for your professional experience." They didn't want to follow a checklist of teaching practices or try to emulate the teaching approach of one star teacher. Instead, their goal was to help each teacher become a star in their own unique way.

"When we tried to boil down what we were looking for -- it was helping our colleagues rediscover their curiosity," Hopkin said. He wanted teachers asking themselves questions like: Why does my lesson go this way? Why don't I like this kind of student? Why did this go so well? "We wanted them to see the world with awe and wonder," he said.

Ironically, this focus on curiosity, learning mindsets, hands-on experiences, and reflection are exactly what teachers at this school offer to students. But they weren't as comfortable engaging in the same process around their own professional learning. Hopkin hopes the coaching model he's developing -- one based around partnership and shared responsibility between coach and teacher for the fate of the lesson -- will help teachers shift their mindsets about change.

WHAT DOES IT LOOK LIKE

Hopkin and Solway quickly found that they needed to be flexible with their colleagues, many of whom were uncomfortable with this new approach to teacher professional development. The two leaders wanted coaching sessions to be positive and supportive, personalized and teacher-centered, challenging and reflective, non-evaluative and retrievable. But they also knew many teachers had not experienced that type of coaching before and were wary of anything that seemed like an evaluation.

"What they're getting is something that's right for them not only in terms of what they should be working on, but also in how they like to learn and how they like to feel," Hopkin said. He wants the experience to support teachers as they become even more independent and autonomous in their practice. To do that, he needed them to feel completely safe, so he made it very clear to the staff that nothing from coaching sessions would ever come up in annual reviews.

"No one will take a risk if they feel like they will be kicked in the teeth for landing on their face when trying something new," Hopkin said.

All coaching sessions start with a pre-lesson meeting when the coach and teacher talk about goals for the lesson and try to anticipate questions or obstacles that might arise. Together they practice how the teacher might address those scenarios. The coach videotapes the lesson with a camera mounted on a Swivel to track the teacher as he or she moves about the classroom. Depending on the teacher's comfort with in-class coaching, the coach may also be in the room quietly offering observations or questions at the point of practice. For teachers who hate that idea, Hopkin and Solway offer asynchronous coaching based on the video footage. No matter which style of coaching happens, the coach and teacher meet again to reflect on what happened during the lesson.

When Solway coaches, she likes to flag moments in the video with voiceover, pointing out strong moments or areas where she noticed something. Sometimes she'll offer resources to the teacher to help further their thinking on the goal they've identified. Solway says it's important that if the lesson goes poorly the coach shares the blame, but if the lesson goes wonderfully, it's best to give the teacher all the credit.

The pre-lesson materials, video and reflection make the experience a retrievable one. Teachers can revisit the video or the notes on their own time. Hopkin admitted it took teachers time to get used to this coaching model and many were skeptical at first. Teachers were also at very different points in their professional learning. Some were already experimental, pushing beyond what felt comfortable regularly and wondering "what if" as a matter of practice. Others, needed more coaching on the nuts and bolts, with the coach continually referring back to a schoolwide "Teaching and Learning Principles" document.

In those cases, Hopkin said "it's an interplay between are we working on the basics or are we working on something more bespoke to you?" But because the coach is working to help teachers notice and correct course autonomously, he or she is often only asking questions and leaving space for the teacher to develop her own thought or next action.

"It's painfully slow because you're just going to ask questions that you want the teacher to ask themselves," Hopkin said. This type of professional learning is akin to what many schools want teachers to provide students. Leaders at British International School of Shanghai learned that using the same teaching pedagogy with professional learners can be an effective way to shift instruction.

After one year of coaching in this way, Hopkin surveyed staff to see if they could substantiate how the coaching had improved their teaching. Teachers reported a 30 percent increase in their confidence, and they felt they were saving 40 percent of their time because they had to do less re-teaching. School leaders also looked at an array of measures like student grades and test scores, student interaction rates, questioning skill surveys, student attention rates, collaborative learning conversations, etc. to try and determine if the quality of learning had increased. Using information from teachers, students, and leaders they compiled those results and determined that the quality of learning increased by 70 percent.
A WHOLE SCHOOL INNOVATION EFFECT
In the process of helping individual teachers embrace small innovations to their teaching, the school as a whole has become more able to embrace change. Before the coaching program began, the International School of Shanghai already had positive things happening, and Hopkin wanted to retain those experiences. But he also wanted to inspire innovation and he's aware that "efficiency suffocates new thinking. The better you are at something the less likely you are to be open to something different."

So he framed the coaching sessions as little experiments, each in service of the broader school strategy. A teacher would make a hypothesis, experiment with it in the classroom, reflect on the insights garnered and how it connected to the larger community goals. The results of those experiments then became data points for broader decisions school leaders were considering.

"We wanted to have a pioneering spirit from people who are well seated in the more traditional paradigm," Solway said. They tried to allow teachers to move up and back along the innovation spectrum, with each person offering important insights to the learning community. They did not only celebrate the pioneering teachers, but also the pioneering spirit of very traditional ones.

"TeachMeets" are one way school leaders celebrate individual learning as a community. Any person who wants to share what they are working on and how it's going can do so. The rest of the "audience" -- other colleagues -- move around to different speakers depending on what interests them. Multiple mini-presentations are going on at once, with the audience moving between them fluidly. This practice helped spread insights beyond grade-level or subject-specific teams. It creates a positive buzz in a staff meeting and individuals can follow up with questions afterwards.

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When Coaching Teachers Has Curiosity As Its Primary Goal - MindShift

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"The key to this isn't just the sense of community that coaches have, it's the moment of intervention during practice," said Victoria Solway, director of teaching and learning at the school. That's what makes this type of coaching different from the standard lesson observation leaders used to do.

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3 Models Of Instructional Coaching

There are 3 models of Instructional Coaching. The purpose of an Instructional Coaching Model is to help close the student achievement gap and accelerate learning for all students by building teacher capacity through implementation of effective instructional practices (Casey, 2008). The primary responsibility of instructional coaches is to improve classroom instruction and increase student achievement.

In my research I have found three coaching models that are being used in school districts. I have also been trained in all three. My favorite model, and the model our school chooses to use is Student Centered Coaching by Diane Sweeney. I would highly recommend this model. It really takes the pressure off of both the teacher and the coach. The main focus is on student data, not the teacher, which is non-threatening to teachers. Student data drives instruction, which in return changes or enhances instructional practices. I also like this model best because data and student achievement is the focus. In using this model our focus is on pre assessments, planning formative assessments and using the summative assessment to judge mastery of the standards. This model lends well to differentiation techniques for all students.

However, my team uses concepts from Jim Knight's training and Cognitive Coaching. The concepts that my team have implemented from the Jim Knight training are the concept that Instructional Coaches are NOT evaluators and the concept of using researched-based strategies. This was a great foundation for our team to start with. Jim Knight also has many great suggestions on how school administrators can help support instructional coaches. Our administration and instructional coaches started with a book study using Jim Knight's book. A fellow coach and I were also involved in the Elena Aguilar Cognitive Coaching training. We really liked the coaching conversations that this class had to offer. Cognitive coaching is all about the coaching conversations. It's main focus was on paraphrasing teacher's reflections and asking the right questions in order to get teachers to get to their own ah-ha moments. My team uses these conversation techniques in our student centered coaching cycles. This technique is great to use during reflections throughout the student centered coaching cycle process.

KANSAS COACHING PROJECT INSTRUCTIONAL COACHING MODEL (Jim Knight)

In the first model of instructional coaching Jim Knight, the Director of the Kansas Coaching Project at the Center for Research on Learning at the University of Kansas has extensively studied instructional coaching methods in schools. Knight commented that the Kansas Coaching Project's research indicates that efficient coaching models typically take on a three-part cycle: identify, learn, and improve.

Jim Knight's website: instructionalcoaching.com

3 Part Coaching Cycle:

Identify a goal

Identify a teaching strategy to hit the goal

The teacher learns about that teaching strategy and then they implement and adjustments are made until the teacher hits the goal....

Over time the kind of goals you set, the questions you ask, the process, is very tight and clear. The process itself is adaptable. There's a recognition that if this practice or this teaching strategy won't help, we'll use a different one. Or change the way we measure progress towards the goal. You work with the teacher and make adjustments as you need to, but the steps are pretty consistent.

Relationship Driven Coaching Cycle:

Establish Equality within the teacher/coach relationship

Teacher maintains both voice and choice

Authentic dialogue and application of pedagogy

Encourage reflection

Built upon reciprocity- both teacher and coach are learners

The coach provides support and resources to teachers

Support is non-threatening and doesn't challenge teachers

Data is rarely used

Sharing access to textbooks, curriculum is the primary focus of coaching

The coach is viewed as a friendly source of support that provides resources when needed

INQUIRY-BASED & COGNITIVE COACHING: (Elena Aguilar)

Inquiry based or cognitive coaching aims to improve a teacher's instructional practices by focusing on their underlying thought processes and beliefs. Particularly important in this model is developing a teacher's "cognitive skills of reflection through discourse and application of knowledge." Cognitive coaching is the model most clearly described by Elena Aguilar of Elena Aguilar Consulting. Coaching that is truly transformational, she argues, must address teachers' emotional intelligence, non-verbal communication, and underlying beliefs.

Cognitive Coaching Cycle:

Begins with examining student learning

Focuses on what teachers can do differently to improve student learning

The coach moves the teacher towards implementing instructional practices

Focus on researched-based strategies

Summative assessment data is used to hold teachers accountable

Textbooks, technology and curriculum are primary focus

The coach is viewed as a person who holds teachers accountable

STUDENT-CENTERED COACHING: (Diane Sweeney)

The model of instructional coaching supported by Diane Sweeney Consulting (DSC) is known as "student-centered coaching." According to the organization's website, student-centered coaching is able to achieve a higher degree of impact on students because of its focus on student learning rather than teacher practice and use of data. Figure 1.3 below displays DSC's comparison between student-centered coaching and teacher-centered or relationship-driven coaching.

Diane Sweeney's website: Student Centered Coaching

Student Centered Coaching Cycle:

Coach and teacher are partners based on student learning

Focus on student data and student work to collaborate

Formative assessments are used to differentiate

Data driven instruction

Summative assessments are used to assess progress towards mastery

Textbooks, curriculum and technology are viewed as tools

Coach supports teachers in moving students towards mastery of standards

Trusting, respectful relationships are a necessary component for all forms of coaching. In order to work toward improving classroom instruction, coaches engage in a variety of in-class activities such as modeling instructional methods, observing teachers at work, out of class activities, co-planning, analyzing student data, developing curricula, and conferencing with teachers. This is a tool that our school uses throughout the student centered coaching cycle (adapted from Diane Sweeney).

*This post contains affiliate links.

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The model of instructional coaching supported by Diane Sweeney Consulting (DSC) is known as "student-centered coaching." According to the organization's website, student-centered coaching is able to achieve a higher degree of impact on students because of its focus on student learning rather...

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To learn about his model, go to coaching resources and then articles. "A Primer on Instructional Coaches" explains the model.

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Elena Aguilar's work on coaching.....

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Our coaching, leadership and facilitation trainings will teach you how.

Bright Morning provides world class professional development to educators across the globe. We exist to bring new practices to schools and organizations that aspire to interrupt inequities, build resilient communities, and transform the world. Through a focus on equity and emotional resilience, we train leaders, coaches, professional development providers, and teachers in communication skills that facilitate sustained learning, growth, and connection.

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Elena Aguilar

Elena Aguilar has worked in education since 1994. Her years of teaching, coaching, and leading teams in the Oakland, CA public schools deeply inform the eight books she's written and the trainings she designs and facilitates.

Elena is committed to creating equitable schools and organizations where everyone thrives. She founded Bright Morning in 2017 to advance this vision.

Elena's Approach to Coaching

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Bright Morning | We coach leaders today for a brighter tomorrow.

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Learn to lead coaching conversations, professional development, and teams that transform schools into joyful, resilient, and equitable places of learning. You're committed to building a more just and equitable organization and world, but you need support navigating the path forward. We'll help you turn your aspiration into a reality.

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Be sure to check out the resources she's included in this site and watch the 20 minute video in which she explains the thinking behind this model of coaching.

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Whether it's the beginning of the school year, or somewhere in the middle, engaging teachers in coaching is an ongoing process that requires intentionality and perseverance. In his book, Good to Great, Jim Collins uses the term the 'Flywheel Effect' to describe how organizations get and maintain momentum. He writes, "No matter how dramatic the

Feeling effective as an instructional coach depends on having systems that work. Any coach will tell you that one of the things Covid affected the most were those very systems. Many coaches felt like they were set adrift as classrooms became empty, teaching moved online, and many teachers were overwhelmed. We realized pretty quickly that

As instructional coaches get their year started, many wonder which teachers should be first in line for coaching cycles. On the surface, this seems like a relatively easy question to answer. We've heard everything from, "We start with our new teachers." To, "Teachers participate on an invitational basis." And even, "Our coaches focus on teachers

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Whether it's the beginning of the school year, or somewhere in the middle, engaging teachers in coaching is an ongoing process that requires intentionality and perseverance. In his book, Good to Great, Jim Collins uses the term the 'Flywheel Effect' to describe how organizations get and maintain momentum.

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Check out Robyn's organization, Mindsteps

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Just as each teacher brings different skills and talents to the classroom, we recognize that there isn't one cookie cutter way to empower the teachers on your team. At Mindsteps, we help you match your own leadership style to each teacher's needs and situation. Our approach focuses on creating lasting change, not short term fixes. Consider us as your sideline coach as you guide teachers at your school to reach new heights.

Read on for tips on how to engage in the kinds of strategic conversations with teachers that assess the needs of teaching staff while inspiring impactful instruction, boosting performance, helping work through challenges and achieve positive student outcomes.

Access to our resources is free, but membership is required; you will need to login or register,

Workshops & Keynote Presentations

Interested in addressing this topic with a group of administrators at your school or district? Let us inspire your administrative teams with a workshop focused on Strategic Conversations with Teachers.

Need to address a larger audience? We can also deliver a Buildership-themed keynote address at your upcoming conference, off-site meeting or in-service day.

Need it delivered virtually? We do that too. Schedule an appointment with a team member today.

Learn the delicate art of conversing about teaching to improve instruction. Choose from one of our two online courses and learn how to use strategic conversations to collaborate and communicate with teachers to improve teaching practices and to increase student achievement.

Get weekly training from Robyn Jackson for FREE on the School Leadership Reimagined Podcast.

Our top blog posts on Strategic Conversations.

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Just as each teacher brings different skills and talents to the classroom, we recognize that there isn't one cookie cutter way to empower the teachers on your team. At Mindsteps, we help you match your own leadership style to each teacher's needs and situation. Our approach focuses on creating lasting change, not short term fixes.

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Collaborative Coaching and Learning (CCL)

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Collaborative Coaching and Learning (CCL)

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This coaching model developed in Boston and now can be found elsewhere. You can also find information on this model at http://www.bpe.org/taxonomy/term/222 (includes videos).

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NCTE and IRA's Literacy Coaching Clearinghouse

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NCTE and IRA's Literacy Coaching Clearinghouse

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This site doesn't explore different coaching models, but it's filled with information that anyone working on literacy would find helpful.

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How do we work toward this vision?

Through an integrated system of tools and training, ANet helps schools and districts boost student learning with great teaching that's grounded in learning standards, informed by data, and built on the successful practices of educators around the country.
This year we proudly support 940 schools serving 330,000 students in 26 states.

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How do we work toward this vision? Through an integrated system of tools and training, ANet helps schools and districts boost student learning with great teaching that's grounded in learning standards, informed by data, and built on the successful practices of educators around the country.

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The NCMS Coaching Corner: Resources for Math Specialists

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The NCMS Coaching Corner: Resources for Math Specialists

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This site doesn't clarify different coaching models but it's filled with resources for coaches of math teachers.

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Coaching is a supportive, job-embedded, ongoing, and personalized form of professional learning. The work of coaching is built on the goal of supporting and empowering teachers to increase student learning, create positive student identities, and develop confident users of mathematics. Just as becom…

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A Critical Friends Group (CFGs) is a type of a professional learning community. The CFG coach is pivotal to the success of a CFG. In the link below, be sure to go to "General Guidelines for Collaborative Work."

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Protocols By Tag | New Protocols | Spanish Protocols | Portuguese Protocols | Protocols For Youth Engagement

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Mini-videos for coaches

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Check out Match Schoolhouse, our latest resource offering online PD for teachers and coaches. Schoolhouse courses feature Minis clips, classroom footage, and much more!
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About Match Minis

Match Minis are a free product from Match Education. Match Minis, like Match Fishtank, our free curriculum site, is part of our effort to share what we have learned over the last 20 years of running schools and training teachers.

Other Match Resources

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Check out Match Schoolhouse, our latest resource offering online PD for teachers and coaches. Schoolhouse courses feature Minis clips, classroom footage, and much more! Visit Match Schoolhouse Previous Next Previous Next Previous Next Previous Next About Match Minis Match Minis are a free product from Match Education.

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Elena Aguliar's work on coaching

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Worksheets and Other Resources for Coaches

This webpage offers a variety of documents that can help both new and seasoned coaches better serve their clients.

Many documents are from Elena's book The Art of Coaching, but we've included some additional tools not found in the book. Click from the list below to jump to a category of documents or download the entire set of documents using the button below.

The Art of Coaching Reader's Guide

The Art of Coaching Reader's Guide is a collection of guiding questions that will enrich your experience with the text. It's great if both for independent readers and those who are using the book with group.

Download Free Worksheets and Other Tools

Tools found in The Art of Coaching:

Additional tools not found in The Art of Coaching:

Tools from The Art of Coaching
For Planning & Reflection: For Observation and Debriefs: For Conversations with Clients: For Coach Development: For Hiring:
Additional Tools
(Not found in The Art of Coaching)
For Planning & Reflection: For Conversations with Clients:
* These resources are from the Onward Workbook.
For Coach Development:

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Worksheets and Other Resources for Coaches This webpage offers a variety of documents that can help both new and seasoned coaches better serve their clients. Many documents are from Elena's book The Art of Coaching, but we've included some additional tools not found in the book.

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Listen to Diane Sweeney talk about Student Centered Coaching, along with other coaches discussing various aspects of coaching.

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The Chicago Coaching Center is a progressive collection of instructional coaches interested in targeting specific coaching skills, dispositions, and attributes in the world of coaching.
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We design learning experiences that grow coaching skills to their highest possible capacity. Our summer worksho…