Three Perspectives of Planning, Implementation, and Consistency in Instructional Coaching

This article describes the experiences the authors' had with the professional development approach of instructional coaching. The article describes the experience from a teacher perspective of working with an instructional coach in the classroom setting, an instructional coach working with teachers as part of professional development, and an adminstrator perspective of utlizing an instructional coach.


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 Tanner
Lisa Quintis
Thomas Gamboa, Jr.
Year of Publication: 
Journal, Book, Magazine or Other Publication Title: 
Journal of Educational Research and Practice
Volume 7
Issue 1
Pages 30-44
Scholar Works Walden University
Date Published: 
Monday, May 15, 2017
Place Published: 
Minneapolis, MN
Publication Language: 
Boyer's Domain: 

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