How to Plan Effective Professional Development for Instructional Coaches

With many leaders implementing a coaching model for school reform, instructional coaches need adequate preparation and training to experience success in their role, as explained in Jim Knight’s book, Coaching: Approaches and Perspectives. Instructional coaching is a form of professional development tailored to each educator and provides feedback and support as educators implement best practices and strategies shared by their coaches. Research also affirms that the coach’s role can be pivotal in teacher change through professional development. 

Many Instructional Coaches Are Unprepared for the Role

Researcher Karla Shiveley found that “some coaches did not feel prepared for the responsibilities and expectations that were part of instructional coaching,” which caused them to leave the role in less than two years. Though many instructional coaches come into the role with solid content knowledge, the basic level of knowledge and preparedness to be an instructional coach is not always present. Coaches need to know how to leverage change management, facilitate difficult conversations, and have access to resources that develop relationships and listening skills to support teachers in their new role. This skill deficit indicates that instructional coaches need more professional development and foundational skills before working in the field. 

A school site’s readiness to provide coaches with a coherent instructional framework can impact the development of their understanding of the coaching process. For most schools and districts, there is no formal professional development plan or course, although it’s crucial that coaches receive thorough training to deepen their knowledge of teaching practices. Without a strategic approach to training coaches, our efforts toward school improvement will be unsuccessful. 

Structured Training Programs Support Instructional Coaches

Coaches and facilitators must have an identified role and adequate preparation to be efficient in their work. As districts and schools implement instructional coaching training and support, they need to consider training programs and professional development opportunities to build leadership skills, develop the ability to interpret data, and provide mentor opportunities for coaches before rolling out programming. The PD Book, by Elena Aguilar and Lori Cohen, offers effective strategies toward this purpose.

School leaders play a pivotal role in ensuring that instructional coaches receive ongoing relevant and directly applicable training for their daily responsibilities. The lack of preparation programs for instructional coaches demonstrates a need for intentional training to give coaches the foundational knowledge and skills to work in an instructional coaching role. 

I propose developing professional learning or coaching institutes for instructional coaches, where they can identify their role and benefit from a support system that will help coaches master their ability to coach in conjunction with their existing content knowledge. There are varying interpretations of the role and expectations of an instructional coach; educational leaders at the school and district levels need to align on roles, responsibilities, and expectations for instructional coaches within their organizations.

Additionally, school leaders can prioritize tailored ongoing professional development that attends to the specific needs of their schools and districts. Being intentional with planning these learning experiences will ensure that instructional coaches are well-prepared to support teachers through ongoing, targeted professional development that invests in student learning and achievement. 

5 Essential Strategies for Planning Professional Development 

As school and district leaders prepare to provide practical professional learning experiences for instructional coaches, there are a few suggestions that I recommend they keep in mind: (a) identifying the needs and using data to plan for professional development, (b) creating a culture of coaching and ongoing learning, (c) leveraging expertise from experienced coaches within the district, and (d) integrating learning about culturally responsive pedagogy into learning experiences.

Here are five strategies for district leaders to consider when planning professional development opportunities for instructional coaches: 

1. Identify school- or district-based needs for professional learning. Instructional walks, grade-level planning notes, data, and current curriculum implementations can be utilized to determine the unique needs of a school or district. 

When planning for professional development, it’s essential for leaders to consider the specific challenges that instructional coaches face. Understanding these challenges will allow leaders to provide learning experiences that address relevant concerns rather than generic training. Collect and analyze data through methods like teacher working conditions surveys, professional development surveys, and coach observations to identify areas where instructional coaches need the most support, such as effective classroom management, instructional strategies, or using technology. Train district and school leaders to reflect on their coaching programs and to make data-driven decisions to support continuous improvement. 

2. Create a culture of coaching and ongoing learning. Professional development isn’t a onetime event that can be forgotten as soon as it’s over. It is a vital means for continuous improvement. Building a culture where instructional coaches and educators regularly engage in workshops, peer observations, and reflective practices will contribute to their growth and make learning a norm rather than an added inconvenience.

3. Gather insight and leverage the expertise within the district. Most schools and leaders at the district level have experienced coaches. Utilize their skills and knowledge when planning for professional development to provide opportunities for collaboration such as leading sessions, sharing best practices, and developing relevant and applicable content during training sessions. Gathering insight from current coaches and school administrators also gives coaches buy-in as their voices are heard as content is planned for their growth and development.

4. Prioritize culturally responsive pedagogy as part of training. When coaching programs are designed, it's important to incorporate culturally responsive pedagogy to help ensure success for teachers and students. Instructional coaches need diversity training to gain cultural competence.

When building effective support methods, instructional coaches must be equipped with necessary skills—such as a deep understanding of adult learning theory—to support teachers in creating an inclusive and equitable learning environment for all.

5. Effective coaches support effective teachers. As leaders plan to train coaches, it’s imperative that they consider the potential impact professional development can have on coaching effectiveness and whether that will lead to more effective teachers. By designing well-planned professional development, school leaders can equip instructional coaches with the tools and knowledge needed to improve instruction and be effective. School leaders can ensure that coaches can impact instructional practice, teacher performance, and student outcomes.