Seeing is believing… and knowing what to do. That’s why sharing a model can make such a big difference to anyone who's learning a new skill. This is true for our students, but it's also true for teachers trying to improve their practice by adopting new techniques, or finessing existing ones.
When we offer teachers a model, we might:
This blog post explores:
Ahmed is about to launch Instructional Coaching in his school. He’s attended some online training, and has been working wit...
Every school we know of that has ‘successfully’ implemented Instructional Coaching changes something about their coaching programme every single year. Implementing instructional coaching isn’t a finite challenge that you can eventually complete. Instead we argue that, like teaching, implementing Instructional Coaching consists of ‘persistent challe...
In these posts on diagnosis in coaching, I argue that we should move away from a focus on the next highest-leverage step, and towards the idea of a coaching curriculum.
In part 1, I introduced the two differing cases of Paul and Gillian and argued that:
The central idea of Instructional Coaching is deceptively simple. As a coach, we watch a teacher in action, help them to select a 'high leverage' change (Bambrick-Santoyo, 2016) - a teaching strategy that will make a big difference to the learning of their students - and work wi...
