
COMPETENCIES OF A QUALITY COACH
Instructional Coaching is an important part of ensuring that each student in Utah has access to a highly-skilled teacher who can effectively meet their unique needs. Instructional Coaches provide job-embedded learning that benefits all of the teachers within the school and enables administrators to build important school and district goals into practice within each classroom.
A Quality Instructional Coach
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Utilizes the Utah State Board of Education (USBE) coaching model which includes, Pre-partnership, Collaborative Planning, Implementation, Reflection, and Follow-up
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Professionally supports teachers in creating and accomplishing goals aligned with the vision and expectations of the school and district through high-quality coaching practices
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Effectively improves student outcomes through building the capacity of the educators to use best practices to meet student needs
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Builds trusting relationships through clear communication that is non-threatening and objective
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Effectively listens and communicates through asking probing and reflective questions
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Can help teachers to analyze and utilize data to shift instructional decision making and practices
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Understands the differences between elementary and secondary student development and elementary and secondary pedagogy
Adult Learning Theory
A Quality Instructional Coach
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Understands deeply and effectively implements the Utah Professional Learning Standards into professional learning plans and priorities to ensure impact for students through increased capacity for effective teaching and learning.
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Applies effectively the theories of adult learning theories in coaching and professional learning
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Recognizes and support the stages of educators’ development and helping to identify and build their level of self-efficacy to increase effectiveness
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Understands and applies theories of change that encourage growth mindset and professional progress
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Designs and facilitates professional learning using adult learning theory- effectively honors experience and differentiates coaching and professional learning to meet the needs of educators
Instructional Design and Assessment
A Quality Instructional Coach
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Models effective instructional design theories such as backwards design, universal design for learning, explicit instruction, inquiry, and/or collaborative learning
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Facilitates and guides alignment of instruction and assessment to state standards and competencies
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Uses technology effectively to engage teachers in professional learning and in data-driven instruction
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Understands assessment designs and the different modalities of assessing students
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Facilitates data analysis of different formative and summative assessments to inform instruction
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Models and facilitates instructional planning through intentional pacing, alignment to frameworks, and mapping out concepts to ensure that an effective sequence is followed
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Utilizes a strong knowledge of evidence-based resources to evaluate them to meet the needs of students and uses it to identify options for differentiation and tiered instruction
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Encourages students to engage in self-reflection through modeling and supporting educators to use this practice
Strategies for Effective Instructional Delivery
A Quality Instructional Coach
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Shares current research on best and most effective strategies supported by Local Education Agency (LEA) for delivery and engagement
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Collects data and shares strategies to help educators increase student engagement, motivation, and participation promoting effective, positive classroom management
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Has a deep knowledge of Utah’s Effective Teaching Standards
Effective Leadership and Collaboration
A Quality Instructional Coach
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Fosters positive, productive relationships with all stakeholders that allow for effective collaboration
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Effectively creates an alignment of state, district, school, team, and individual goals for educators
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Advocates for and models equity across all practices
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Advocates for and models self-advocacy by educators and students
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Facilitates critical conversations and conflict resolution
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Engages in continued learning, growth, and reflection on instructional coaching practices