{"id":6289,"date":"2024-01-04T05:00:00","date_gmt":"2024-01-04T05:00:00","guid":{"rendered":"https:\/\/www.schoolstatus.com\/blog\/10-types-of-coaching-strategies"},"modified":"2024-11-11T21:10:53","modified_gmt":"2024-11-11T21:10:53","slug":"10-types-of-coaching-strategies","status":"publish","type":"post","link":"https:\/\/www.schoolstatus.com\/blog\/10-types-of-coaching-strategies","title":{"rendered":"10 Types of Coaching Strategies"},"content":{"rendered":"\n
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Nicole Turner, instructional coach in Indiana, shares 10 coaching strategies she\u2019s found valuable over her career and some practice tips for each one.
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As an instructional coach, you\u2019ve no doubt heard various strategies that will help you more effectively support teachers in the classroom<\/a>. While there are millions of techniques out there, I\u2019ve compiled a list of my top 10 instructional coaching strategies\u2014all of which I personally use in my school district alongside my teachers.<\/p>\n\n\n\n

1) Observations<\/strong><\/h3>\n\n\n\n

Observation serves as a means to understand classroom dynamics, enabling us to establish goals and initiate the coaching process<\/a>. After we have set these goals and collected initial data, we use the same observation strategy to collect more data to see if there\u2019s been an improvement.<\/p>\n\n\n\n

From our observations, we’re able to create a data log that we can use to show teachers what they’re doing well and what they may need to work on to improve their overall effectiveness.<\/p>\n\n\n\n

2) Modeling<\/strong><\/h3>\n\n\n\n

When you\u2019re modeling<\/a>, you implement a technique that you proposed to the teacher you\u2019re working with. With this strategy, you get up in front of the teacher\u2019s classroom and teach a skill using a process that you and your teacher collectively came up with. This is an effective strategy because it shows the teacher how to better utilize a tool you have given them.<\/p>\n\n\n\n

3) Co-teaching<\/strong><\/h3>\n\n\n\n

When you co-teach, you work with the same students your teacher is working with every day. When we work with resistant teachers<\/a>, getting up and teaching with them can show ways their students can benefit from this type of instruction. Modeling how you implement your own ideas can make your methods easier to understand.<\/p>\n\n\n\n

4) Co-planning<\/strong><\/h3>\n\n\n\n

Co-planning is a powerful tool because you and your teacher sit down to create a lesson plan together. While you’re creating this lesson plan, you’re able to ask the teacher how they’re going to implement the strategies you discussed in the past. This gives you a chance to ask them to model what they’re going to do and explicitly say what this will look like when they teach.<\/p>\n\n\n\n

5) Effective feedback<\/strong><\/h3>\n\n\n\n

While observing, modeling, co-teaching, and co-planning are great, they’re all for naught if you don’t give teachers effective feedback. Giving effective feedback means that you’re going back and talking about what you observed. It’s a great opportunity to look at the data and discuss where you see growth and where more improvement is needed.<\/p>\n\n\n\n

Giving positive, effective feedback is essential to good coaching moving forward and for building on the ever-evolving coach-teacher relationship. You want to make sure your feedback is constructive without being destructive. For more tips on effective feedback, check out my six steps to effective feedback on my site, Simply Coaching + Teaching<\/a>.<\/p>\n\n\n\n

6) Real-time coaching<\/strong><\/h3>\n\n\n\n

Real-time coaching is crucial when working with someone who is really struggling with an aspect of their teaching or who is unsure about the coaching process. When you use real-time coaching, you’re in the room giving the teacher step-by-step instructions of what to do next. There are a couple of ways you can do this:<\/p>\n\n\n\n

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  1. Use a whiteboard to write down the next steps. Then, show it to the teacher discreetly and ask them to write down the next step<\/li>\n\n\n\n
  2. Stand by the teacher and guide them on what to do as the class progresses <\/li>\n<\/ol>\n\n\n\n

    In between steps, you can also walk around and observe students to make sure they’re understanding the concepts being taught.<\/p>\n\n\n

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    7) Data-driven instructional strategies<\/strong><\/h3>\n\n\n\n

    Using data to create or implement instructional strategies<\/a> is important because we need something to support our ideas and recommendations. Ultimately, we need to have tangible proof that the strategy is necessary.\u00a0<\/p>\n\n\n\n

    When you use data from observations, look at and reflect on what you see in the classroom. Do you see growth? Or are you seeing the same issues over and over again? With this evidence in hand, it’s easy to offer praise or find better solutions with your teacher.<\/p>\n\n\n\n

    8) PLC videos<\/strong><\/h3>\n\n\n\n

    When you use a PLC video or some other instructional training or demonstration video, you create an opportunity to give effective feedback after an observation. There are 2 ways to use these videos:<\/p>\n\n\n\n