Resources about Instructional Coaching

ACPS Model Assumptions

Coaching in ACPS is based on the assumptions that coaches:

  1. Support dynamic implementation and continuous improvement of FQL, TPA, PLC, and best teaching and learning practices.
  2. Influence teaching practices in individual classrooms.
  3. Engages and facilitates teachers around learning.
  4. Support investment in school-based changes/development
  5. Are school-based and centrally-managed
  6. Support vertical/horizontal communications within a school
  7. Use an in-school and cross-school collaborative team-centered approach.

Support for ACPS Coaches includes: a New Coach Induction (first year), bi-monthly Instructional  Coach PLC ("ICPLC") meetings, weekly cluster meetings, opportunities for co-coaching, time for goal-setting/reflection, quarterly observation(s) by Lead Coach.

Articles and Presentations About ACPS Coaching

General Coaching Frameworks

  • Reflections on Cognitive Coaching This Educational Leadership article describes how cognitive coaching helps teachers exploring untapped resources within themselves.
  • The Art of Coaching Teachers Elena Aguilar, author of "The Art of Coaching," regularly updates this blog on Ed Week.
  • Differentiated Coaching Jane Kise, author of this book 1st year coaches study, explains on her website why coaching should be differentiated based on teacher preferences.
  • "Teach to Win" by Jim Knight This article, from Principal Leadership, describes seven success factors for instructional coaching programs.
  • Instructional Coaching This website from the University of Kansas Center for Research on Learning provides research and resources on instructional coaching.
  • Five Things to Consider Before Becoming an Instructional Coach Author & coach Elena Aguilar highlights five pivotal considerations any teacher need to reconcile before embarking on the journey of becoming an instructional coach.

Support of Novice Teachers