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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

  • Utilizes the Utah State Board of Education (USBE) coaching model which includes, Pre-partnership, Collaborative Planning, Implementation, Reflection, and Follow-up

  • Professionally supports teachers in creating and accomplishing goals aligned with the vision and expectations of the school and district through high-quality coaching practices

  • Effectively improves student outcomes through building the capacity of the educators to use best practices to meet student needs

  • Builds trusting relationships through clear communication that is non-threatening and objective

  • Effectively listens and communicates through asking probing and reflective questions

  • Can help teachers to analyze and utilize data to shift instructional decision making and practices

  • Understands the differences between elementary and secondary student development and elementary and secondary pedagogy

Adult Learning Theory

A Quality Instructional Coach

  • 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.

  • Applies effectively the theories of adult learning theories in coaching and professional learning

  • Recognizes and support the stages of educators’ development and helping to identify and build their level of self-efficacy to increase effectiveness

  • Understands and applies theories of change that encourage growth mindset and professional progress

  • 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

  • Models effective instructional design theories such as backwards design, universal design for learning, explicit instruction, inquiry, and/or collaborative learning

  • Facilitates and guides alignment of instruction and assessment to state standards and competencies

  • Uses technology effectively to engage teachers in professional learning and in data-driven instruction

  • Understands assessment designs and the different modalities of assessing students

  • Facilitates data analysis of different formative and summative assessments to inform instruction

  • Models and facilitates instructional planning through intentional pacing, alignment to frameworks, and mapping out concepts to ensure that an effective sequence is followed

  • 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

  • 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

  • Shares current research on best and most effective strategies supported by Local Education Agency (LEA) for delivery and engagement

  • Collects data and shares strategies to help educators increase student engagement, motivation, and participation promoting effective, positive classroom management

  • Has a deep knowledge of Utah’s Effective Teaching Standards

Effective Leadership and Collaboration

A Quality Instructional Coach

  • Fosters positive, productive relationships with all stakeholders that allow for effective collaboration

  • Effectively creates an alignment of state, district, school, team, and individual goals for educators

  • Advocates for and models equity across all practices

  • Advocates for and models self-advocacy by educators and students

  • Facilitates critical conversations and conflict resolution

  • Engages in continued learning, growth, and reflection on instructional coaching practices

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