Instructional Coaching: Understanding the Role with Ready-to-Use Resources
- National Center on Improving Literacy
- Sep 18
- 4 min read
For teachers, coaches, and school leaders, this guide offers a clear overview of instructional coaching—what it is, why it’s important, and how it improves the outcomes of evidence-based literacy practices in classrooms. It also includes practical resources such as job descriptions, goal-setting templates, and other downloadable forms to support effective coaching.
A introductory video from Julianne Masser, PhD, NCSP, Licensed Psychologist and Research Scientist at Boston University’s Wheelock College of Education & Human Development.
What is Instructional Coaching?
Instructional coaching is a type of professional development that is distinct from typical ‘one and done’ training. It is often delivered at the individual-level, involves a long-term relationship between the coach and teacher, and is embedded within a teacher’s specific classroom (Knight, 2009; Kraft et al., 2018). The purpose of instructional coaching is to improve the implementation of evidence-based practices in classrooms (Garbacz et al., 2017.)
Decades of research evaluating the effectiveness of professional development suggest that school or district-wide trainings without follow-up support are ineffective in changing teacher behavior or student outcomes (Desimone, 2009; Garbacz et al., 2015; Kraft et al., 2018). While these trainings may build teacher content knowledge, this rarely translates to the classroom or positively impacts students (Harn et al., 2013). Instead, it is instructional coaching that builds both teacher knowledge and pedagogical skill to improve student outcomes.
What Are Features of Effective Instructional Coaching?
Instructional coaching is most effective when it is focused on one specific area, such as reading instruction. It occurs through a continuous improvement cycle, which may include a pre-conference, demonstration or model lesson, classroom visit, and feedback with goal setting (Knight, 2009).
Effective instructional coaching typically involves observing instruction and providing feedback. Feedback may be in-the-moment/in-vivo or delayed, and may be presented orally or written, remote or in-person. Feedback often occurs over an extended period within the continuous improvement cycle (Knight, 2009).
While feedback is critical to effective coaching, it must be non-evaluative. It can also be helpful to elicit teacher feedback after training and coaching and provide opportunities for goal setting (Knight, 2009). Coaches provide feedback to shape teacher behavior to improve student outcomes. This is distinctly different than the type of classroom visit or feedback that an administrator may provide for evaluation or teacher tenure decisions. Instructional coaching also involves more difficult to measure intangible components such as teacher buy-in, willingness to be vulnerable, and trust of coach.
Why is Instructional Coaching Important?
Decades of research on evidence-based practice demonstrate the positive relationship between implementation of evidence-based reading interventions and improved student outcomes (Baker et al., 2010). More recent research has better operationalized how to measure teacher implementation of evidence-based practice (Vaughn et al., 2012). Furthermore, it is hypothesized that follow-up support from instructional coaches may be an active ingredient in carrying out evidence-based practices in classrooms.
However, additional research is needed on what makes a good instructional coach, how effective coaches target intangible components of coaching, and how best to capture instructional coaching dosage and implementation fidelity. This will support state and local education agencies to better articulate the level of support needed to improve teacher efficacy and change student outcomes (e.g., what quantity and quality of
coaching support changes teacher behavior.)
RESOURCES
Use these briefs, infographics, and forms to learn about instructional coaching, hire an instructional coach, and support collaboration between coaches and teachers. Download what you need, adapt them for your context, and start using them right away.
About Instructional Coaching:
Instructional coaching literacy brief:
A visual guide to the cycle of instructional coaching process:
An infographic that clarifies the role and boundaries of effective coaching:
Hiring and Role Clarity
Sample job description for hiring instructional coaches:
15 interview questions to ask candidates for instructional coaches:
Application for employment, an editable form to streamline the hiring process:
15 key characteristics of successful coaches:
Coaching Forms and Planning Tools:
Science of Reading implementation checklist to guide evidence-based reading practices:
Demonstration lesson focus form to provide a structure for planning and reflecting on model lessons:
Pre-conference agenda form to help structure initial coaching conversations:
Post-conference goal setting form to help teachers and coaches set measurable goals:
Weekly coaching plan form to organize ongoing coaching activities and teacher support:
SUGGESTED CITATION
National Center on Improving Literacy (2024). Instructional Coaching. Washington, DC:
U.S. Department of Education, Office of Elementary and Secondary Education, Office of
Special Education Programs, National Center on Improving Literacy. Retrieved from
REFERENCES
Baker, S. K., Fien, H., & Baker, D. L. (2010). Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of tier 1 and tier 2 instructional supports. Focus on Exceptional Children, 42(9), 1-20.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.
Garbacz, S. A., Lannie, A. L., Jeffrey-Pearsall, J. L., & Truckenmiller, A. Strategies for effective classroom coaching. Preventing School Failure: Alternative Education for Children and Youth, 59(4), 263-273.
Harn, B., Parisi, D., & Stoolmiller, M. (2013). Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools? Exceptional Children, 79(2), 181-193.
Knight, J. (2009). Coaching: Approaches and perspectives. Corwin Press.
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research, 88(4), 547-588.
Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive Interventions for
Students Struggling in Reading and Mathematics. A Practice Guide. Center on
Instruction.
