Three Perspectives of Planning, Implementation and Consistency in Instructional Coaching

This journal article was written to highlight the author's experiences in instructional coaching.

School administrators are choosing or required to implement instructional coaching on their
campuses to improve student-learning opportunities. The school community must be aware
that effective instructional coaching is job embedded, encourages teachers to become
reflective practitioners, and requires time to commit to the implementation. School
administrators must support instructional coaches by ensuring there is significant time
allotted to provide coaches time in the classroom to observe, provide feedback, and support
classroom teachers in their practice and reflection. Instructional coaches build trust and
rapport with the instructional staff by implementing best-practice protocols, providing
feedback, and planning the next steps. The instructional staff must be disposed to take the
feedback and be willing to implement best practices and reflect upon the process. This article
reflects each author’s personal experiences in their roles as a school administrator,
instructional coach, and classroom teacher with the distinct focus on instructional coaching
from the practitioners’ diverse perspectives. Current research on instructional coaching is
examined and discussed. Best practices for classroom implementation of instructional
coaching are reviewed. The article concludes that implementing instructional coaching in a
school setting requires the school administrator to engage all stakeholders to understand the
diverse perspectives of the individuals involved in the process. Implementing instructional
coaching in a school setting must include the instructional process and student achievement
as priorities.
This publication has been peer reviewed.
Publication Type: 
Journal Article
Judith A. Tanner, Lisa Quintis, Tom Gamboa, Jr.
Year of Publication: 
Journal, Book, Magazine or Other Publication Title: 
Journal of Educational Research and Practice
Pages 30-44
Date Published: 
Monday, May 1, 2017
Place Published: 
Journal of Educational Research and Practice
Publication Language: 
Boyer's Domain: 



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