This professional learning document provides guidance on effective coaching strategies to support teachers. It identifies key areas for teacher growth such as differentiation, classroom management, and assessment/feedback. Goals in each area are defined using the SMART framework. Coaching methods like fostering awareness, modeling, and motivation techniques are outlined. The role of instructional coaches in facilitating professional learning communities is also discussed. The conclusion reiterates that by utilizing the strategies presented, coaches can help teachers meet students' diverse needs.

1. Professional
Learning
Opportunity
Megan Blank
University of Phoenix
CUR/540 Methods of Coaching in the Instructional Setting
April 11, 2023

2. Introduction
Effective instruction plays a crucial role in meeting the diverse
learning needs of students. As coaches of teachers, it is our
responsibility to provide support and guidance to teachers to
enhance teaching practices. This professional learning aims to
provide coaches with the necessary knowledge and skills to
facilitate effective instruction in classrooms.

3. SMART Goals
What needs to be
accomplished?
Who is responsible for it?
What steps need to be taken?
S- Specific
Should include trackable
benchmarks to determine
progress and determine
finishing point.
M- Measurable
Questions to ask self- Is the
objective something that can be
reasonably accomplished?
A- Achievable
Why are you setting the goal?
What impact will this goal have
on the big picture?
R- Relevant
When will the goal be
implemented? How long before
the goal should be met?
T- Time-bound

4. Target Areas for Growth
Differentiating
instruction is a vital skill
for teachers. However,
some teachers may
struggle with this skill,
resulting in ineffective
instruction.
Classroom management is
critical for a successful
classroom (University of
Northern Colorado, 2022).
Without successful classroom
management, there are
disruptions that results in low
engagement and achievement.
Assessments should be used
to inform instruction and
provide constructive feedback
for students and teachers
(Fisher, Jr., 2023). If teachers
are unsure, the data would not
be used to guide instruction to
meet the needs of learners.
Differentiation
Classroom
Management
Assessment &
Feedback

5. Classroom Management
By the end of the quarter, the number of student behavior incidents will
decrease by 25% by implementing a positive behavior support system (PBIS),
clear expectations, and consistent consequences for misbehavior.
By the end of the semester, 75% of students will report feeling a sense of
belonging and positive classroom culture by implementing a classroom
management plan that fosters student autonomy, collaboration, and respect
for diversity.
By the end of the year, students will demonstrate improved self-regulation
skills by implementing classroom management strategies that teach and
reinforce self-regulation techniques.
SMART Goal #1
SMART Goal #2
Goal #3

6. Differentiation
By the end of the school year, 80% of teachers will incorporate at least three
differentiation strategies in their lesson plans to meet the diverse learning
needs of all students.
By the end of the school year, 75% of teachers will implement student-
centered learning activities that incorporate student interests and learning
styles.
Each teacher will attend at least two professional development sessions
on differentiation and implement at least one new differentiation strategy
in their classroom.
SMART Goal #1
SMART Goal #2
Goal #3

7. Assessment & Feedback
By the end of the quarter, 100% of teachers will use formative and summative
assessments to guide instructional decisions and improve student outcomes by
attending PLCs to complete data chats, assess student learning, and drive instruction.
By the end of the quarter, 100% of students will receive timely and specific feedback
on their learning progress through the use of formative assessment strategies, (exit
tickets, peer/self assessment tools, etc.) to inform instructional decisions and
improve student outcomes.
By the end of the quarter, students will demonstrate a 15% increase in
their ability to self-assess their learning by implementing formative
assessment strategies that focus on self-reflection.
SMART Goal #1
SMART Goal #2
Goal #3

8. Fostering Awareness
Instructional coaches play a vital role in fostering awareness among teachers.
They help teachers become more self-aware by providing them with feedback,
guidance, and support.
Coaches should define the “why” for educators before collaborating to formulate
the “how” (Benigni et al., 2020).
 Classroom Observations & Feedback
 Data Analysis- determine student performance and identify areas for growth
 Teacher self-reflection and goal-setting
 Professional Development
 Professional Learning Communities
 Reflective Questioning
 Lesson Planning (Wise, 2023)

9. Modeling
Instructional coaches should model effective instruction in the
classroom to provide teachers with a visual representation of effective
teaching practices and a way to understand its importance (Gale, 2021).
 Model differentiation strategies or lessons
 Provide examples & a chance to practice
 Provide resources to support lessons
 Observations & Feedback
 Ongoing Support and Guidance

10. Motivation
Coaches should motivate teachers by providing positive feedback,
recognition, and opportunities for growth (Bauld, 2022).
Instructional coaches can help teachers identify their strengths
and weaknesses and provide feedback to help them grow.
• Build relationships (Bauld, 2022)
• Set SMART Goals
• Positive Reinforcement- praise strengths and successes
• Opportunities for Collaboration
• Ongoing support and guidance
• Professional Development Support

11. Professional Learning Communities (PLCs)
• Facilitate regular
meetings
• Opportunities for
teachers to take learning
walks & provide
feedback
• Encourage collaboration
• Create a culture of
continuous learning
• PD sessions
PLCs are an ongoing process where
educators work collaboratively in
cycles of collective inquiry and action
research to achieve better results for
students (DuFour et al., 2006).
• Collaborative
• Improve Student Learning Outcomes
• Ongoing
• Shared Resources
How?
What?

12. Conclusion
This professional learning opportunity aimed to
provide coaches with the necessary knowledge and
skills to facilitate effective instruction in classrooms.
By identifying target areas for growth, setting goals,
providing strategies for coaching and mentoring, and
incorporating professional learning communities,
coaches can support teachers in meeting the diverse
learning needs of students.

13. References
● Bauld, A. (2022, November 30). How instructional coaching helps teachers reach their
potential. https://xqsuperschool.org/rethinktogether/what-is-instructional-coaching/
● Benigni ED.D, M. D., Haeffner, B. A., Perrone, S. T., & (2020, January 13). When our teachers learn, our students learn:
creating a culture of coaching and collaboration. https://www.theedadvocate.org/when-our-teachers-learn-our-students-
learn-creating-a-culture-of-coaching-and-collaboration/
● Boogaard, K. (2021, December 26). How to write SMART goals. https://www.atlassian.com/blog/productivity/how-to-
write-smart-goals#:~:text=What%20are%20SMART%20goals%3F,within%20a%20certain%20time%20frame.
● Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.
● DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: a handbook for professional learning communities at
work. https://www.allthingsplc.info/aboutFisher, Jr, M. R. (2023). Student assessment in teaching and
learning. https://cft.vanderbilt.edu/student-assessment-in-teaching-and-learning/
● Gale, Y. (2021, October 24). Instructional modeling, a powerful strategy in
coaching. https://yanira.net/blog/blog/instructional-modeling-a-powerful-strategy-in-
coaching/#:~:text=Modeling%20the%20implementation%20of%20instructional,overwhelm%20the%20observing%20coac
hing%20partner.
● Granite State College. (2022, October 21). Ch 12 differentiated
instruction. https://granite.pressbooks.pub/teachingdiverselearners/chapter/differentiated-instruction-2/
● University of Northern Colorado. (2022, June 11). Classroom management guide. https://www.unco.edu/cebs/teacher-
education/undergraduate-programs/classroom_management.aspx
● Wise, R. (2023, January 31). How do instructional coaches help teachers & their
students? https://educationandbehavior.com/how-do-instructional-coaches-support-teachers/