Abstract
There is increasing evidence that professional development programs, including those for teachers, are more effective when they involve intensive forms of support. Instructional coaching is a proven support to both teacher development and student achievement. A model of instructional coaching developed by Jim Knight and his colleagues at the Center for Research on Learning of the University of Kansas will be presented. The principles have been validated in studies of teacher professional development in the USA and in Europe. A systematic literature search on instructional coaching has been done in order to find the most relevant studies and reports. Instructional coaching for teachers is a collaborative, on-site, evidence-based approach, based on a close collaboration with school principals. The main strategic elements of the process will be outlined. A special section is dedicated to evaluation of the on-going implementation of coaching and the changing teaching practices. Evaluation of teachers’ perceptions, instructional practices and the links to student achievement will be presented. Instructional coaching can support schools in implementing new teaching practices in a sustained way. Instructional coaching also ensures that teaching practices are realized with fidelity, ensuring systematic, high-quality implementation. The aim is to ultimately improve student achievement in schools.
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