Research School Network: Instructional Coaching Explore this approach to teacher development that has a growing body of evidence to support it.

Who is it aimed at?

Teaching and Learning leads, staff development leads and middle/​senior leaders.

What will be covered?

• The research base that sits behind instructional coaching and why teacher development is difficult.
• The differences between directive and dialogic instructional coaching and identifying leverage points to challenge teacher stasis.
• Getting the culture and thinking around teaching and learning right for instructional coaching to thrive.

What will you know/​be able to do by the end of the programme?

• You will have a strong understanding as to why classroom based teacher development needs a 1:1 bespoke approach that identifies highest leverage points to challenge teacher stasis through a sustained and granular approach, whatever the level of expertise of the teacher.
• You will feel confident enough to put together an implementation plan to ensure that instructional coaching is enacted as intended within your school/​trust.

What will be the potential impact on teachers and pupils as a result of this training?

• Teachers will develop a research-informed approach to effective classroom practice through challenging habitual performance.
• Teachers’ stasis will be challenged in a manner that leads to an improvement in the mechanisms for student learning, leading to improved conditions for student learning to take place.
• Teachers will become motivated to be more effective through meeting granular action steps over a sustained period of time.

Further reading

When we talk about Instructional Coaching, what do we mean?

aking Classroom Practice More Effective with Jack Tavassoly-Marsh