How Coaching Can Impact Teachers, Principals, and Students

Aguilar (2013) summarizes how coaching goes beyond single or multiple day PD sessions, and builds upon knowledge, skills, capacity and willingness. As noted in the excerpt, coaching encourages collaborative, reflective practice; fosters deep, frequent, and consistent learning applications; and improves teachers’ capacity to reflect on their learning. View book excerpt

Building Trust for Coaching in the Classroom

As an instructional coach, Fuller (2015) discusses the importance of earning teachers’ trust and ensuring they feel comfortable with an instructional coach in the room, and provides suggestions for fostering supportive interactions. View blog post

5 Relationship-Building Tips for Instructional Coaches

McGrath (2019) outlines 5 essential tips to aid coaches in developing strong connections with classroom teachers and offering the support needed to foster improvements in student outcomes. View web article

Coaching to Support Adolescent Literacy

This tip sheet developed by the Ontario Ministry of Education (2012) is intended for principals focusing on the practical issues their school may face with regards to adolescent literacy.  Coaching has been found to support professional learning, and when embedded in the job, fosters a school culture and classroom practices that support improvements in student achievement.  This tip sheet outlines five ways principals can be supported by coaching (school-based or board-level). View tip sheet

Professional Development that Makes a Difference

The Council of Ontario Directors of Education (CODE; 2012), outline the importance of effective professional development and collaborative learning communities, noting the Ministry of Education expectations as outlined in Legislation and as expected by boards and supervisory officers. In this advisory, CODE (2012) emphasizes six main components of professional learning communities (PLCs). View advisory