Instructional Coaching Academy

For those participating in our 2018-19 Instructional Coaching Academy you can find all of the resources we use on our ICA webpage.

Strength through collaborative partnerships

Instructional coaches are positioned to make a positive difference for teachers and the teaching profession. With strategic support, they can work effectively and efficiently to impact teaching and learning. The Instructional Coaching Academy focuses on the skills and structures needed for instructional coaching to be successful and for teachers to thrive. This is the second year the VDOE’s TTAC at Radford University is offering the academy. This is what last year’s participants said about their experience:

“I have thoroughly enjoyed this academy. It has been so worthwhile that I dread its end. I have grown professionally and personally. I would recommend this training to anyone and would participate in more opportunities myself.”

– Region 7 Instructional Coach

“Through this course, I have gained a much deeper understanding of the role of instructional coaching for sustained change in practice.”

– Region 7 Instructional Coach

“I really enjoyed attending the coaching academy. It has been extremely beneficial in my efforts to refine my coaching skills.”

– Region 6 Instructional Coach

“The overall Instructional Coaching Academy has been very beneficial to my job. I have learned so many new skills that I will be able to apply.”

– Region 6 Instructional Coach

The Content

The foundational principles of coaching and partnership:

  • Establishing healthy working relationships with teachers and principals
  • Facilitating complex change in a continuous school improvement model
  • Creating a culture of collaboration and dialogue
  • Fostering a growth mindset for teachers and students

The nuts and bolts of instructional coaching:

  • Implementing a coaching cycle (initiate collaboration, determine a focus, model, observe, set goals, and gather data)
  • Using tools, protocols, surveys, and progress monitoring
  • Assessing impact of instruction and coaching

The instructional practices shared with teachers:

  • Embedding professional learning opportunities
  • Using formative assessment and work sample analysis
  • Using teaching demonstration effectively
  • Coaching classroom management

The interpersonal skills:

  • Establishing partnership and trust
  • Communicating to invite reflection and collaboration
  • Recognizing and assisting the resistant learner
  • Giving and receiving feedback

Intensive Learning Experience

Participants will leave the two-day “kickoff” with tools and skills to begin implementation of a successful instructional coaching plan in their school or district. The subsequent sessions will deepen skills, trouble shoot obstacles to implementation and offer on going support through a Community of Practice. Through this experience, coaches will gain insight into the power of one-on-one coaching, small group workshops, and Community of Practice groups.

Face-to-Face Meetings

  • 2 day kickoff – early August– will be located central to participants
  • 1 day skill building – late August – Date and location determined during kickoff
  • 1 day skill building – September – Date and location determined during kickoff
  • 1 day skill building – October – Date and location determined during kickoff
  • ½ day final session – April – Date and location determined in March

Blended learning

  • Webinars, videos and reading (Prior to August, September and October meetings)

Community of Practice

  • November – May (groups of 3 – 6 members meeting virtually or face-to-face for a few hours monthly)
  • Content and structure will be based on group consensus and supported through the VDOE’s Training and Technical Assistance Center at Radford University

The Attendees

The Instructional Coaching Academy is geared towards instructional coaches, consulting teachers, site-based professional developers, itinerant teachers, administrators and any personnel serving in a coaching role. The academy is especially designed for school-based implementation to offer embedded professional growth opportunities

Participant expectations

  • Participate fully in all learning experiences (50 hours over 10 months)
  • Apply learning to work in schools
  • Collaborate with peers in a community of practice to support application and assessment of learning
  • Assess and contribute evidence of impact

For information on upcoming academies, contact:

Lauren Catherwood-Ginn

There is NO fee for the Instructional Coaching Academy sponsored by the TTAC at Radford University.