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Instructional Coaching

We have to go in and listen, and tailor our conversations individually, and offer particular tools that we have expertise in. We have to value where they’re coming from, what they’re doing, what their goals and desires are as well. Sue Woodruff, nationally recognized leader of instructional coaches


  • Coaches work one-on-one and/or in small groups with teachers to provide targeted support aimed at instructional improvement.
  • Focus of work is determined by the needs of the teacher and the skills of the coach 
  • Supports teachers to notice new aspects of practice through questions and modeling
  • Provides targeted, ongoing, just-in-time feedback
  • Provides guidance about enacting new practices or refining old ones
  • Is sustained through the planning, execution, and reflection process of instructional improvement
  • Promotes safe risk-taking without having to “save face” in front of their teaching peers - they can be more honest and vulnerable in a one-on-one setting
  • Recognizes that time and intentional practice are needed for growth
  • Shares accountability between both parties
  • There has to be ‘buy in’ from person being coached to see growth
  • It is time-intensive
  • Requires intensive support from PD leaders
Coaching Resources
Going further