Instructional coaching

Tanya Head, left, works with NC New Schools Instructional Coach Susan Simpson.
Tanya Head, left, works with NC New Schools Instructional Coach Susan Simpson.

In a traditional classroom, the teacher is typically the only adult in the room. But what if you had the benefit of a colleague in the room who could help elevate your teaching to a new level?

Schools that partner with NC New Schools/Breakthrough Learning receive customized, on-site support for continuous learning. Our instructional coaches do more than simply observe and offer advice -– they help teachers transform education through a laser-like focus on powerful teaching and student learning.

This instructional coaching model is built upon five roles:

  1. Professional learning that:
    • Models best instructional practices that inspire every student to read, write, think and talk;
    • Incorporates current and relevant educational research;
    • Stretches participants’ thinking; and
    • Embeds facilitated planning and meaningful reflection.
  2. Modeling, co-planning and co-teaching that:
    • Offer personalized professional growth;
    • Benefit from common professional learning experiences;
    • Build on trust, transparency and confidentiality; and
    • Cultivate collaboration.
  3. Instructional rounds that:
    • Focus on collected classroom evidence around a student learning question;
    • Take place in an authentic classroom environment;
    • Ask critical questions that promote non-evaluative, reflective practice; and
    • Reinforce the power of making private practices more public.
  4. Analysis of classroom evidence that:
    • Uses multiple sources of data;
    • Focuses on student learning outcomes;
    • Provides a means for continuous reflection around instructional practices; and
    • Engages participants in determining their next goal in the learning cycle.
  5. Partnering with principals as an instructional leader who:
    • Aligns school goals with NC New Schools/Breakthrough Learning Design Principles;
    • Analyzes trends in instructional data to design next steps for student success;
    • Ensures that there is a shared vision and common language for instruction; and
    • Promotes a culture of continuous learning among adults in the school.
Professional Learning Design Process
Intentional use of a simple and intuitive instructional design cycle engages teachers in an ongoing process of discovery, development, and delivery to continuously improve their instruction and meet the needs of their students.

NC New Schools/Breakthrough Learning’s on-site professional learning, delivered by instructional coaches, is aligned and differentiated to each school’s professional learning needs.

Design and powerful learning are central to the model. Through interactive sessions, teachers in NC New Schools/Breakthrough Learning’s network are empowered to create and to re-create powerful learning experiences for every student. The professional learning
model provides:

  • Concrete tools and supports that create powerful learning in all content areas;
  • Anchor sessions that align a school’s professional learning throughout the year;
  • Learner-Centered Strategies that focus on questioning, discussion, reading, writing, feedback, and collaboration;
  • Theme strands that schools can choose to focus their work; and
  • Redefined Professionalism sessions that emphasize collegial conversations and reflection
  • Design Workshops that support teachers in planning and implementing strategies

Instructional coaching is not intended for evaluative or punitive purposes. Instead, it’s a learning opportunity that affords professional teachers with all levels of experience a chance to hone their craft in order to help all students achieve their potential.

Next Section: Alternative Licensure (NC STEP)>>