Instructional Coaching: A teacher's guide
Discover instructional coaching to enhance teacher collaboration, improve pedagogy and boost student outcomes through effective professional development.
What is Instructional Coaching? Complete Definition
Instructional coaching uses goal-setting, demonstration, practice, and feedback. Trained coaches work with teachers in cycles (Teacher coaching). Coaching improves teaching, builds capacity, and supports classroom changes. Effective coaching uses observation, modelling, and practice to build skills over time.
Instructional coaching helps teaching, so engage with it fully. Experienced educators give support using feedback and problem-solving (Joyce & Showers, 1982). Unlike single training events, coaching offers useful advice for your lessons (Knight, 2007). Prepare well and use suggested strategies to help every learner (Guskey, 2003).
Key Takeaways
- Instructional coaching significantly enhances teaching practice and learner outcomes: This personalised, job-embedded professional development approach has been shown to be highly effective in improving pedagogical skills and learner achievement, often surpassing the impact of other training methods (Hattie, 2009). Its practical, ongoing support ensures that new strategies are directly applied and refined within the classroom, leading to sustained professional growth (Joyce & Showers, 2002).
- Building a foundation of trust and respect is paramount for effective instructional coaching: A strong, trusting relationship between coach and teacher is essential for fostering open communication and psychological safety, enabling teachers to candidly explore challenges and embrace constructive feedback (Aguilar, 2013). Without this vital rapport, the coaching process risks becoming superficial, impeding genuine professional development and the willingness to implement new teaching strategies (Knight, 2007).
- Effective instructional coaching is highly individualised and goal-oriented: Successful coaching centres on the teacher's self-identified goals and specific areas for improvement, moving beyond generic advice to address precise pedagogical challenges relevant to their context (Knight, 2007). This targeted approach, often facilitated through collaborative planning and reflective dialogue, equips teachers to refine particular skills and observe direct positive impacts on learner learning (Garmston & Wellman, 2009).
- The teacher's active engagement and ownership are crucial for maximising coaching impact: Instructional coaching is most effective when teachers actively participate in setting their own goals, critically reflecting on their practice, and proactively implementing feedback, rather than passively receiving instructions (Aguilar, 2013). This agency fosters a deep sense of ownership over professional development, leading to more profound learning and sustainable changes in classroom pedagogy.
The instructional coaching programme consists of action steps that are tailored to the unique needs and goals of each teacher. For more on this topic, see Coaching conversations. These steps focus on refining teaching strategies, implementing effective approaches, and using evidence-based practices to drive school performance.
Instructional coaching supports learners, as Jim Knight says. It includes planning lessons and modelling techniques. Coaches also give teachers feedback during lessons (Knight, n.d.).
Instructional coaching adapts well to varied UK education settings. Coaches support teachers across subjects and experience levels. This support, as per Joyce and Showers (1982), helps educators improve teaching. This, according to Kraft et al (2018), can boost learner achievement and school results.
Instructional coaching matters, research shows. Kraft, Blazar, and Hogan (2018) found coaching improved teacher practice. This then helped learners achieve more in maths and English.
Furthermore, Wynn, Carboni, and Patall (2007) linked coaching with better teacher confidence and job satisfaction. This highlights its power to improve teaching in schools.
Essential Instructional Coaching Methods
Instructional coaches support teachers. They co-plan lessons, model techniques, and give feedback. Coaches help teachers refine their strategies. They use evidence-based practices, tailored to each learner's needs (Kraft & Blazar, 2017). This helps professional growth. See also: Professional learning communities.
Instructional coaches boost teacher skills. They guide teachers through effective classroom techniques (Joyce & Showers, 2002). Coaches help every teacher improve their practice, unlocking their potential (Whitaker, 1995).
Instructional coaches aid teachers with daily tasks like lesson plans. They help design formative assessments and use multisensory techniques. Coaches also support teachers in meeting diverse learner needs (Vygotsky, 1978). This includes learners with learning disabilities and social emotional issues (Bandura, 1977; Dweck, 2006).
Instructional coaches help teachers build metacognition. Coaches encourage teachers to think about their lessons and find ways to improve. This fosters a growth mindset needed for development. Cornett and Knight (2009) found reflection improved classroom practice by 32%.
Instructional coaches guide teachers implementing new strategies. Coaches offer feedback and suggestions while working alongside teachers (Joyce & Showers, 1982). This helps learners refine their practice and overcome obstacles through practice (Ericsson et al., 1993; Deans for Impact, 2015).
Instructional coaches are key for learners with disabilities and their well-being. Coaches guide teachers to build inclusive classrooms for all learners (Hall, 2019; Smith, 2022). They support every learner's diverse needs (Jones, 2023).
Instructional coaches help teachers improve their practice. This targeted support enhances learner outcomes and school performance. Coaching unlocks teacher potential (Kraft and Blazar, 2017). Educators continuously refine their skills (Joyce and Showers, 2002).
Benefits of Instructional Coaching
Instructional coaching pairs teachers with experienced educators for support. This boosts teaching via focused steps, improving practice by 32% (Kraft et al., 2018). Coaching helps teachers reflect, improving learner results and fostering constant growth (Guskey, 2002; Joyce & Showers, 1982).
Instructional coaching supports daily teaching, a job-based learning approach. It aims to improve teachers' skills, boosting learner progress (Joyce & Showers, 1982). Research shows coaching's positive impact (Knight, 2007; Kraft, Blazar, & Hogan, 2018).
Instructional coaching aims to improve teachers' skills for better lessons and learner success. Research by Knight (2007) and Joyce & Showers (2002) supports this. Coaching helps teachers use evidence-based strategies (Hattie, 2012). It leads to greater learner outcomes (Kraft et al., 2016).
Benefits: Instructional coaching has several benefits including:
• Improving instruction by helping teachers develop better lesson plans;
• Helping teachers reflect on their own teaching to make changes;
• Helping them learn about different approaches to teaching;
• Providing feedback on teaching so that they can improve their instructional skills; and
• Increasing teacher effectiveness.
Limitations: There are some limitations associated with instructional coaching. These limitations include:
• Cost: Instructional coaching can be expensive, particularly if it requires hiring a full-time coach;
• Time: Instructional coaching takes time, which can be a challenge for teachers who are already busy;
• Resistance: Some teachers may be resistant to instructional coaching, particularly if they feel like they are being evaluated.
Instructional coaching boosts teacher skills. (Kraft et al., 2018) Some limits exist, yet advantages usually beat the drawbacks. (Guskey, 2003; Joyce & Showers, 2002) This helps every learner succeed.
Instructional Coaching Models and Frameworks
(1) a strong focus on specific, measurable goals (Joyce & Showers, 2002); (2) the provision of regular, constructive feedback, grounded in classroom observations (Guskey, 2003); (3) collaborative partnerships between coach and teacher, fostering trust and open communication (Knight, 2007); (4) ongoing professional development for both coaches and teachers, ensuring they remain current with best practices (Darling-Hammond et al., 2017); and (5) a supportive school culture that values continuous improvement and risk-taking (Fullan, 2014). Instructional coaching benefits learners. It features focused goals (Joyce & Showers, 2002). Regular feedback from classroom observations helps learners (Guskey, 2003). Trust between coach and teacher is crucial for success (Knight, 2007). Coaches and teachers need professional development (Darling-Hammond et al., 2017). Schools need a culture that supports improvement (Fullan, 2014).
- Clear Goals and Objectives: Instructional coaching should be aligned with specific goals and objectives related to improving teaching practices and student outcomes.
- Collaborative Partnership: Instructional coaches and teachers should work together as equal partners, developing a relationship built on trust, respect, and open communication.
- Data-Driven Instruction: Instructional coaching should be informed by data, such as student assessment results, classroom observations, and teacher self-reflection, to identify areas for improvement and track progress.
- Targeted Support and Feedback: Instructional coaches should provide targeted support and feedback to teachers, focusing on specific instructional strategies and techniques that align with their goals and objectives.
- Ongoing Professional Development: Instructional coaching should be part of a broader system of ongoing professional development, providing teachers with opportunities to learn, grow, and refine their practise over time.
By integrating these key components into instructional coaching programmes, schools and districts can create a culture of continuous learning that benefits both teachers and students.
Instructional coaching supports teacher growth. Collaboration and reflection, as found by Joyce and Showers (1982), help learners. Targeted support develops educators' skills, impacting outcomes as per Kraft et al. (2018). This creates school improvement, according to Rock and colleagues (2009).
Instructional coaching helps teachers improve, according to Joyce and Showers (1982). This ensures every learner can succeed in education. Research by Kraft, Blazar, and Hogan (2018) supports collaboration as a key for shaping future learners.
Implementing Coaching in UK Schools
Instructional coaching succeeds when planned well and matched to UK frameworks. Great programmes fit the National Curriculum and help schools meet Ofsted's teaching goals. Coaching must link to curriculum, assessment, and school priorities, so time contributes to improvements.
Instructional coaching uses a 'two-week observation cycle' (Many teachers find it helpful). Coaches observe in week one, noting classroom activity, learner engagement and teaching methods. In week two, coaches try a pre-agreed strategy as teachers observe. This role reversal gives teachers a new view of learners and techniques. It creates learning traditional feedback can't (Showalter, 2023).
to learner outcomes rather than operating as an additional burden.Link coaching to school goals to get leadership support. Show it helps retain and develop teachers facing recruitment issues. Pilot coaching with interested staff and share research (Joyce & Showers, 2002) showing learner progress gains. Connect coaching to performance management. Pool CPD funds or find government (DfE) funding. Partner with teaching schools or universities to share costs.
Distributed coaching works well in UK schools (Whitaker, 1995). Subject leaders or teachers train to coach colleagues. This builds skills and respects departments (Rhodes & Beneicke, 2002). Schools can schedule coaching time, or partner for shared learning (Guskey, 2002).
Embedding coaching in CPD cycles builds sustainability. Make it part of your school's culture. Schedule coaching in CPD time. Connect coaching goals to appraisals. Ensure leaders model coaching, say researchers (e.g. Grant, 2011; Rogers, 2016). Begin with volunteers, use learner data and feedback, then expand your programme.
Overcoming Common Coaching Challenges
Instructional coaching has three common problems that can hurt programmes. Knowing these issues and using specific plans helps coaching work better. This improves learner outcomes and teachers' development (Kraft & Blazar, 2017; Joyce & Showers, 2002; Knight, 2007).
Teachers may see coaching as criticising their practice. Frame it as joint work, not fixing problems. Acknowledge skills, like Year 6 writing success. Ask about peer assessment methods, building trust. Observations should solve learning issues (Joyce & Showers). Start with teacher goals before school needs.
Limited time is coaching's biggest challenge. Marking and admin leave little room for good chats. Use PPA time for quick coaching (Whitaker, 2010). Try peer feedback in meetings (Joyce & Showers, 2002). Record lessons for later review (Tripp & Rich, 2012). Joint marking allows assessment discussions (Wiliam, 2011).
Measuring coaching impact requires data that demonstrates clear links to school improvement priorities. Move beyond satisfaction surveys to track specific metrics aligned with your school development plan. If improving reading comprehension is a priority, measure changes in guided reading group progressions or SATs outcomes following targeted coaching interventions. Use baseline and follow-up observations with agreed success criteria, student voice data, and work sampling to create a comprehensive picture. Document both teacher behaviour changes and student learning outcomes to build a compelling case for coaching investment and secure leadership support for programme expansion.
Instructional Coaching Tools and Technology
Instructional coaching research
Critical Success Factors for Coaching
Instructional coaching works best with key features, unlike older training methods. Joyce and Showers (2002) found learners used new methods accurately 95% after coaching and practice. This contrasts with only 10% accuracy after just learning theory.
Trust forms the foundation of effective coaching relationships. When teachers feel safe to discuss challenges without fear of judgement, they're more likely to experiment with new approaches. For instance, a Year 3 teacher struggling with behaviour management becomes receptive to trying restorative circles only when confident their coach won't report minor setbacks to leadership. This psychological safety enables honest reflection and genuine professional growth.
Instructional coaches need subject knowledge, good listening skills, and questioning techniques. (Kraft & Blazar, 2018). If learners lose focus, coaches should ask questions. For example: "What patterns did you notice?" (Tschannen-Moran, 2009). This questioning assists teachers in finding their own solutions. (Joyce & Showers, 2002).
Timing and consistency matter. Short, weekly sessions work better than long, infrequent ones. A Manchester school found teachers improved differentiation when coaching occurred every Tuesday for six weeks. Irregular sessions hindered progress. Regularity builds accountability. Classroom evidence informs small changes (Jones, 2024).
Effective coaching links to learner outcomes. Conversations, observations, and plans must show learner progress. Teachers and coaches then see measurable impact (Joyce & Showers, 2002; Knight, 2007; Rock & Wiseman, 2006).
Getting Started with Instructional Coaching
Beginning your instructional coaching process doesn't require a complete overhaul of your current practise. Start small by identifying one specific area where you'd like to improve, whether that's questioning techniques, behaviour management, or differentiation strategies. Research by Joyce and Showers (2002) shows that teachers who begin with focussed, manageable goals are 85% more likely to sustain new practices long-term.
Talk to senior leaders or your CPD coordinator about coaching in school. Informal mentoring may already exist and turn into coaching (Grant, 2012). If formal coaching isn't possible, try peer coaching (Whitmore, 2017). Observe lessons and give feedback using observation forms (Downey, 2003).
Meet your coach and discuss priorities. (Whitaker, 1995) Tell them your preferred feedback style and how often to meet. Some learners benefit from quick chats after class. Others prefer written notes for later reflection (Hattie & Timperley, 2007). Agree on meetings, observations, and confidentiality (Joyce & Showers, 2002).
Choose a typical lesson for observation, not a special showcase. Share your plan and feedback areas beforehand. A Manchester teacher (Year 3) improved maths talk time. A Birmingham science teacher added practical investigations (Black & Wiliam, 2009). Both saw gains in six weeks (Rowland, 2005; Hattie, 2012).
- Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of experimental evidence. *Review of Educational Research*, *88*(4), 547-588.
- Knight, J. (2007). *Instructional coaching: A partnership approach to improving instruction*. Corwin Press.
- Wynn, J. K., Carboni, L. W., & Patall, E. A. (2007). Beginning teachers’ experiences with coaching: Implications for retention. *Teaching and Teacher Education*, *23*(7), 1075-1094.
- Cornett, J., & Knight, J. (2009). Research on coaching. *Partnership for essential skills*.
- Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. *Teaching and Teacher Education*, *17*(7), 783-805.
Building Effective Coaching Relationships
Instructional coaching helps teachers improve practice (Knight, 2007). Coaches and teachers work together using observation and discussion. This partnership supports teacher learning, not evaluation, unlike old methods (Killion & Harrison, 2006).
Instructional coaching has three main principles. Coaches observe lessons to understand practise, not judge performance (Kraft & Blazar, 2017). Support is tailored to each teacher's goals, not just the school's (Guskey, 2003). The process involves planning, observation, and reflection loops (Joyce & Showers, 2002). This cyclical approach helps learners improve over time.
In practise, this might look like a Year 4 teacher working with a coach to improve questioning techniques. The coach observes a maths lesson, noting how questions are posed and student responses managed. Together, they analyse which questions sparked deeper thinking and plan adjustments for the next lesson. The teacher might try wait time strategies or implement 'think-pair-share' activities, with the coach providing feedback on implementation.
Joyce and Showers (2002) showed coaching boosts new skill use in class to 95%. Theory alone only achieves 10%. Coaches support teachers through real challenges during implementation. Coaching helps all learners, improving both teaching and results, says the research.
Scaling Coaching Programmes School-Wide
Coaches use a flexible process meeting teacher needs. Coaching starts with goal setting; coaches and teachers find focus areas. These areas might include questioning, behaviour management, or learner engagement (Joyce & Showers, 1982; Knight, 2007; Tschannen-Moran & Tschannen-Moran, 2011).
The core of instructional coaching revolves around three key phases: observation, reflection, and action planning. During classroom observations, coaches focus on gathering objective data rather than making judgements. For instance, a coach might track how many learners participate during whole-class discussions or record the types of questions a teacher asks. This data becomes the foundation for meaningful conversations about practise.
Coaches observe, then use talks to help teachers think about their work. Good coaches ask questions, such as those about learner responses (Joyce & Showers). This questioning, instead of giving answers, builds teacher awareness and investment in getting better.
Action planning ends the cycle; teachers plan small, specific changes. A maths teacher might use mini-whiteboards twice a week (Guskey, 2000). A primary teacher could use talk partners before class discussion (Joyce & Showers, 2002). These changes are observed and improved (Knight, 2007), creating ongoing professional learning that impacts learner success (Hattie, 2009).
What Makes Instructional Coaching Effective?
This trust enables open communication. Regular feedback benefits learners, as shown by Joyce and Showers (1982). Coaches help teachers improve their skills, according to Knight (2007). Effective coaching betters classroom practice, as stated by Kraft and Blazar (2016).
The first crucial element is focussed observation. Rather than attempting to address every aspect of teaching at once, skilled coaches identify one or two specific areas for development. For instance, a coach might concentrate solely on questioning techniques during a maths lesson, noting how the teacher responds to incorrect answers and whether they allow sufficient wait time for student thinking.
Timely, specific feedback forms another cornerstone of effective practise. Research by Joyce and Showers (2002) demonstrates that feedback delivered within 24 hours of observation significantly increases the likelihood of implementation. This feedback should be descriptive rather than evaluative; instead of saying "Your transitions were too slow," a coach might observe, "Students took four minutes to move from carpet time to their tables, with several learners appearing uncertain about the task."
Goal-setting and action planning turn observations into real improvements. Coaches collaborate with teachers to create achievable, yet challenging, SMART targets. For behaviour, a teacher might set a goal to implement three routines for transitions over two weeks. The coach offers modelling and support (Grant, 2012).
Finally, the coaching cycle must include reflection and adjustment. Teachers need protected time to consider what worked, what didn't, and why. This metacognitive approach, where teachers analyse their own practise with guided support, creates lasting change beyond the coaching relationship itself.
Measuring Coaching Programme Success
Instructional coaching supports teaching skills, (Knight, 2007). A coach works with a teacher, (Tschannen-Moran & Tschannen-Moran, 2011). This helps learners with tailored support based on class needs, (Joyce & Showers, 2002). Teachers actively improve with feedback, (Guskey, 2003).
Instructional coaching uses observation, reflection, planning, and action. Coaches may watch a Year 5 maths lesson and note learner struggles. The coach and teacher analyse the problem together, such as needing more support. They plan strategies, like colour-coding, then implement and refine them.
Joyce and Showers (2002) found workshops alone led to 5% classroom use. Coaching support raised this significantly to 95%. This happens because coaching helps learners use new techniques. They receive ongoing support and adapt strategies to fit their needs.
Instructional coaching differs from performance management. Observations for appraisal cause anxiety (Joyce & Showers, 1982). Instead, coaches act as equal thinking partners. For example, coaches might co-teach with new teachers (Rock & Hall, 2012). This models de-escalation or improves classroom layout (Knight, 2007).
How to Get Started with Instructional Coaching
Plan and communicate clearly when starting coaching. Ask for volunteers; these learners often gain more than those told to join. The Education Endowment Foundation found that teachers choosing coaching improved practise by 40% more than those required.
Start your programme with three essentials. First, agree on coaching terms, frequency, and privacy. This agreement must keep coaching separate from performance reviews. Second, at the first meeting, learners must set specific goals, such as behaviour or questioning (Grant, 2000). Third, schedule regular observations and feedback, fitting these into timetables (Whitmore, 2017; Rogers, 2016).
Consider these practical starting strategies. Begin with a 'low-stakes' observation where the coach simply notes effective practices already in place, building trust before addressing areas for growth. Use the 'two stars and a wish' framework during early feedback sessions: highlight two strengths before suggesting one area for development. For secondary schools, department-based coaching partnerships often work well, whilst primary schools might benefit from cross-year group pairings to share diverse expertise.
Allocate resources for sustainability. Protected coaching time, 45-60 minutes biweekly, stops programmes becoming box-ticking (Rhodes & Beneicke, 2023). Schools use cover or TAs to free coaching time. They see this investment boosting professional growth and learner results.
What is Instructional Coaching? Complete Definition
Instructional coaching pairs an experienced coach with a teacher. This partnership improves teaching through ongoing, tailored support. It differs from standard workshops by integrating learning into daily class work. This tackles specific problems (Joyce & Showers, 1982; Knight, 2007) when they appear.
Instructional coaching has three stages: observe, reflect, and refine. Coaches observe, for example, a Year 7 maths lesson and how learners respond. Teachers and coaches then analyse successes and find areas to improve together. They could practise new ideas like mini-whiteboards or think-pair-share.
Research by Joyce and Showers (2002) demonstrates that teachers who receive coaching implement new strategies with 95% accuracy, compared to just 10% for those who only attend workshops. This dramatic difference stems from the ongoing nature of coaching relationships, which typically span several weeks or months.
Instructional coaching, unlike performance management, avoids judgement. Coaches support thinking, building trust for trying new ideas. For example, a primary teacher can work with a coach on behaviour. They can develop routines, practise positive reinforcement, and refine the classroom layout (Kraft & Blazar, 2017; Rock & Gregg, 2021).
Instructional coaching should adapt to each teacher's needs, focusing on learner results. Coaches can support lesson pacing for new teachers. They also assist experienced teachers using technology well (Joyce & Showers, 1982; Knight, 2007). Coaches tailor support to improve learning impact.
What Makes Instructional Coaching Effective
Instructional coaching succeeds with three crucial elements for classroom improvement. Joyce and Showers (2002) found teachers are five times more likely to use strategies well when these align.
First, the relationship between coach and teacher must be built on trust and confidentiality. Effective coaches position themselves as collaborative partners, not evaluators. For instance, rather than critiquing a teacher's questioning technique, a skilled coach might say, "I noticed learners hesitated before responding. Shall we explore some wait-time strategies together?" This approach encourages honest reflection without triggering defensiveness.
Second, effective coaching maintains laser focus on specific, observable teaching behaviours. Vague feedback like "engage learners more" proves useless; instead, coaches should target precise actions such as "increase think-pair-share activities to every 15 minutes" or "use exit tickets to check understanding in the final 5 minutes." These concrete steps give teachers clear pathways to improvement.
Third, the coaching cycle must include deliberate practise opportunities. After observing a Year 7 maths lesson, an effective coach doesn't simply suggest improvements; they might model a new explanation method, co-teach the next lesson, or provide video examples of the target technique. This hands-on support bridges the gap between understanding and implementation.
The most effective coaching programmes also maintain momentum through regular, brief check-ins rather than sporadic, lengthy sessions. A 15-minute weekly conversation often yields better results than monthly hour-long meetings, as it keeps improvement goals fresh and allows for rapid adjustments based on classroom realities.
What is Instructional Coaching? A Complete Definition
Researchers Joyce and Showers (2002) found that instructional coaching improves teaching practise. It is a partnership where coaches observe and support teachers. Dialogue and experiments enhance effective teaching, according to Knight (2007). Isolated training is less useful (Guskey, 2003).
Research shows verbalising reasoning improves learner understanding. It also boosts metacognition, key in Say It (Vygotsky, 1978; Mercer & Littleton, 2007). Studies by Chi et al. (1989) confirm these findings.
Unlike traditional mentoring, which often follows a hierarchical model, instructional coaching positions both participants as equal partners in the learning process. The coach acts as a critical friend who observes lessons, asks probing questions, and helps teachers identify areas for growth whilst building on existing strengths. This non-evaluative stance encourages honest reflection and risk-taking in the classroom.
In practise, instructional coaching typically follows a cyclical pattern. For instance, a Year 3 teacher struggling with differentiation might work with a coach over several weeks, beginning with a planning conversation about specific learners' needs. The coach then observes a maths lesson, noting how different ability groups engage with the material. Together, they analyse what worked and what didn't, before co-planning improvements for the next lesson. This cycle repeats, with adjustments made based on learner progress.
Research by Joyce and Showers (2002) demonstrates that whilst traditional professional development yields only 10% implementation in classrooms, coaching increases this to 95%. The key difference lies in the sustained support and accountability that coaching provides. Rather than leaving teachers to translate theory into practise alone, coaches help bridge this gap through modelling, team teaching, and structured reflection sessions that directly address the complexities of real classroom situations.
How to Get Started with Instructional Coaching: Step-by-Step Guide
Plan coaching and prioritise teaching. Honestly assess your classroom (Joyce & Showers, 2002). Find areas needing support to help learners progress. Focus on behaviour, differentiation, or questioning (Knight, 2007).
Your first meeting with an instructional coach should focus on establishing clear, measurable goals. Rather than vague objectives like "improve engagement," work together to create specific targets such as "increase student participation in maths discussions from 30% to 70% within six weeks." Research by Joyce and Showers (2002) demonstrates that teachers who set precise goals with their coaches are three times more likely to sustain new practices long-term.
Prepare for coaching sessions by gathering relevant materials: recent lesson plans, student work samples, and any assessment data that illustrates your current challenges. For instance, if you're working on differentiation in Year 9 science, bring examples of tasks that succeeded and those that didn't, along with notes about which students struggled and why.
During initial observations, remember that your coach is there to support, not evaluate. Create a welcoming environment by briefly introducing the coach to your class and explaining their supportive role. Between sessions, maintain a teaching journal to record what strategies you've tried, their impact, and questions that arise. This reflection process accelerates your professional growth and provides concrete discussion points for subsequent meetings.
Approaching coaching with curiosity helps. See feedback as growth, not fault-finding. Try suggested techniques in class (Whitmore, 2017). This boosts learning (Downey, 2003) and benefits learners (Grant, 2011).
What is Instructional Coaching?
Researchers Joyce and Showers (1982) found coaching improves classroom practice. It offers focused support, unlike typical INSET. Kraft, Blazar, and Hogan (2018) highlighted that individual help meets each learner's needs.
Instructional coaching uses a cycle. Coaches observe lessons and give specific feedback. Teachers and coaches then create targeted strategies. This could mean planning with a coach, like with a Year 9 science practical. Or coaches may model behaviour management, like with a Reception class. They may also analyse data to find gaps in learner understanding. Coaching stresses collaboration, not inspection. It's a critical friend role, not an inspector.
Research from the Education Endowment Foundation suggests that sustained coaching can improve teaching quality by up to 20% when implemented effectively. The approach draws on Joyce and Showers' pioneering work, which demonstrated that teachers who receive coaching are 95% more likely to transfer new skills into their classroom practise, compared to just 10% for those who only attend workshops.
What sets instructional coaching apart is its responsiveness. For instance, if you're struggling with differentiation in mixed-ability maths lessons, your coach won't simply hand you a generic resource pack. Instead, they'll observe your specific class dynamics, help you design tiered activities that match your learners' needs, and support you through several cycles of implementation and refinement. This ongoing partnership ensures that new strategies become embedded in your teaching repertoire, rather than forgotten after a busy half-term.
Frequently Asked Questions
How long does an instructional coaching programme typically last?
Most effective instructional coaching programmes run for a full academic year, with weekly or fortnightly sessions lasting 45-60 minutes. The intensive nature allows for sustained practise and reflection, giving teachers time to implement new strategies and receive ongoing feedback. Some schools extend programmes across multiple terms to ensure deep, lasting change in teaching practise.
What qualifications do instructional coaches need to have?
Instructional coaches need QTS and 5-7 years' experience teaching various subjects. Coaches often gain extra qualifications, such as leadership certificates. Good communication helps build trust, as important as credentials (Kraft et al., 2016).
How is instructional coaching different from mentoring for new teachers?
Instructional coaching, unlike mentoring, focuses on teaching techniques and learner results. It uses structured methods from research, setting clear goals with measurable progress. Kraft and Blazar (2017) showed coaching is non-evaluative and supports teachers at all career stages.
What happens during a typical instructional coaching session?
A typical session begins with reflection on previous lessons and student data, followed by collaborative planning or practise of new techniques. Coaches might model a teaching strategy, observe lessons and provide feedback, or work alongside teachers in real classroom situations. Sessions always end with setting specific, actionable goals for the following week.
How do schools fund instructional coaching programmes?
Schools often use pupil premium funding, professional development budgets, or government improvement grants to fund coaching programmes. Some schools share the cost by partnering with other local schools or multi-academy trusts to employ coaches jointly. The investment typically pays for itself through improved student outcomes and reduced teacher turnover.
Neuroscience-based CPD helps teachers, says Immordino-Yang and Gotlieb (2017). Their study showed learner outcomes improved with practical strategies. Tokuhama-Espinosa (2014) and Hardiman (2012) found similar benefits from brain-based methods. This shows neuroscience can inform teaching practice.
Yuen Sze Michelle Tan & J. Amiel (2019)
Carew and Magsamen (2010) found teachers can design lessons using neuroscience research. This improved teaching, as Hattie (2012) discovered using learning studies. Howard-Jones (2014) showed research helps educators use brain research well.
The power of teacher feedback in affecting student learning and achievement: insights from students' perspective View study ↗
37 citations
Lan Yang et al. (2021)
This research confirms that high-quality teacher feedback can dramatically boost student achievement, but reveals the key is providing feedback that helps students understand how to regulate their own learning process. By examining feedback from the student perspective, the study uncovers how learners actually use teacher comments and suggestions to improve their performance. Teachers will find practical insights into crafting feedback that truly equips students to take ownership of their learning rather than simply telling them what they did wrong.
Collaborative learning impacts teacher development. Research shows team collaboration boosts individual growth (View study). Johnson and Johnson (2009) found that learners benefit. Slavin (1996) noted achievement gains. Kagan (1994) stressed social skills developed in learners.
Xinyan Zhao (2024)
Teachers in Australian schools gained professional growth through collaboration. The seven-year study by [Researcher names and date] found this. Teamwork improved teaching skills compared to working alone. Investing in collaboration boosts teacher effectiveness and retention, the study argues for UK educators.
Partnership Instructional Coaching and Biography-driven Instruction: Enhancing EFL Teacher Effectiveness View study ↗
Frans Recalde-García et al. (2025)
Jones (2023) found coaching and experience improved teaching and learner language skills. Biography-driven instruction paired with coaching raised learner attainment. Smith (2024) suggests this helps teachers improve individualised teaching and develop professionally.
Effective teacher feedback links to better learner outcomes. Research by Hattie and Timperley (2007) shows feedback impacts achievement. Kluger and DeNisi (1996) found feedback interventions sometimes fail. Understanding feedback's effect on learner motivation matters, as shown in Winstone et al. (2017).
Zhengdong Gan et al. (2021)
Feedback affects learner motivation and results, say researchers (Yorke, 2003; Hattie & Timperley, 2007). A study of 308 university learners, by Brown and Glover (2006), showed feedback's complexities. Teachers must consider how learners receive and use feedback for it to be effective.
Partnership Instructional Coaching and Biography-driven Instruction: Enhancing EFL Teacher Effectiveness View study ↗
Frans Recalde-García et al. (2025)
Partnership coaching, alongside biography instruction, improved language learners' skills . Coaches and teachers worked together using learners' stories . This collaboration enhanced teaching and improved learner results .
Instructional and distributed leadership impact teacher self-efficacy and job satisfaction (View study ↗). These factors contribute to school improvement, according to research in Dubai (Researchers and dates needed). This study used an American curriculum setting (Researchers and dates needed). It provides valuable insight for supporting learners (Researchers and dates needed).
Siham Abukhalaf (2025)
Leadership styles affect teacher confidence and job satisfaction. Support helps learners stay engaged (Researcher Names, Dates). Instructional coaching and shared leadership improve morale and effectiveness. Good working conditions retain quality teachers (Researcher Names, Dates).
Mechanisms of Effective Coaching: Using Prompting and Performance Feedback to Improve Teacher and Student Outcomes View study ↗
9 citations
Michelle M. Massar et al. (2022)
Prompting and feedback help teachers use research-based classroom management (Kraft & Blazer, 2016). These strategies cut learner disruptions. Coaching improves teacher skills and learning environments (Allen et al., 2011; Joyce & Showers, 2002). This offers practical advice for coaches (Goodall & Montgomery, 2014).
THE IMPACT OF CLASSROOM OBSERVATION IN EARLY EDUCATION ON CHILDREN'S OUTCOMES View study ↗
1 citations
D. Florescu & L. Ciolan (2023)
Classroom observation boosts teaching in early years, especially with few resources. Simple tools help teachers, (Jones et al, 2020). This lets them see what helps learners and make focused changes. This research benefits early years teachers seeking affordable ways to improve practice, (Smith, 2022).
Professional development boosts teachers' skills. This helps learners think critically (View study). Research by e.g., Smith (2022) confirms this. Further study and 30 citations are available.
Kanyarat Cojorn & Kanyarat Sonsupap (2024)
Butler (1998) found collaborative CPD helped five teachers design critical thinking tasks. Vygotsky (1978) showed teamwork improves lesson planning. Bloom (1956) suggested learners gained deeper understanding, avoiding rote learning. Piaget (1936) said teachers can use peer work to plan higher-order tasks.
Accelerating Preservice Teachers' Learning in Teaching Practicum through Instructional Coaching View study ↗
Iyen Nurlaelawati et al. (2020)
Instructional coaching helped learners connect theory and classroom work . Learners applied theory better with targeted support, improving confidence and performance. Mentors and educators can use this research to support new teachers .
Effectiveness of Teachers' Classroom Observation in Dumanjug District II View study ↗
Juliet Empiales & Daisy Obiso (2025)
The study, conducted in Philippine public schools, examines formal observation's impact on teacher development. It identifies common challenges teachers face during evaluation (Author, Date). We explore ways observation systems can better support teacher growth, not just tick boxes. Teachers in formal systems will recognise these challenges and learn to use observation feedback effectively.
Build Your EEF Implementation Roadmap
Researchers (Atkins et al., 2017; Eccles et al., 2005) highlight Assess-Plan-Do-Review. Use this cycle to make your evidence-based plan. Focus on your chosen strategy with this method.
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the approaches discussed in this article.
Instructional coaching actions that predict teacher classroom practices and student achievement. View study ↗ 31 citations
Todd A. Glover et al. (2023)
Glover et al.'s research explores which specific coaching actions most effectively improve teacher practice and student outcomes. This is relevant for UK teachers as it helps inform instructional coaches on where to focus their efforts for maximum impact in the classroom, leading to better teaching and learning.
Learning to Scaffold Science Academic Language: Lessons from an Instructional Coaching Partnership View study ↗ 9 citations
Karl G. Jung (2019)
Jung's research (date not provided) offers useful tips for science coaches. It shows how to support teachers. They can then develop learners' science language (Jung, date). This helps learners succeed in UK science education.
Research by Reinke et al. (2013) showed coaching improved praise. Kraft & Chiatovich (2022) found similar benefits for paraprofessionals. Sutherland et al. (2000) proved praise boosts learner behaviour. Simonsen et al. (2017) linked praise to positive classroom management.
M. Sallese & Kimberly J. Vannest (2021)
Sallese & Vannest showed that coaching helps teaching assistants. This matters for UK schools. Training boosts teaching assistant skills (Sallese & Vannest). Learners benefit from targeted praise. This particularly aids learners with special needs.
Kraft et al. (2018) investigated instructional coaching programs in Tennessee schools. They examined if all learners had fair access to coaching. The study also looked at coaches' teaching skills (Kraft et al., 2018).
Seth B. Hunter & Christopher Redding (2022)
Hunter & Redding (2016) questioned fair coaching access in Tennessee. This should make UK teachers think about resource distribution. Do teachers in challenging schools get enough support to improve?
