What Are the Different Roles of an Instructional Coach?

WHaT arE THE DIFFErENT rOLES OF aN INSTrUCTIONaL COaCH?

Most everyone is familiar with the role of a teacher or a principal. But what’s your unique role as an instructional coach? As an instructional coach, you must be ready to wear many different hats. Your main role is to utilize research-based best practices in your work with classroom teachers. You will encourage teacher growth through modeling, reflection, data analysis, and high-quality professional development, and these come in many different forms.

There are ten roles that instructional coaches assume. Each role has its own specific set of required skills, challenges, and abilities to address teacher needs (Killion, 2009). Instructional coaches often serve in all ten roles simultaneously as they offer resources, knowledge, support, and advice to teachers. 1. Data coach: In this role, the instructional coach assists teachers in examining student achievement data and using the information gained from those data to design instruction and practices to address student learning needs. Instructional coaches help teachers and teacher teams better understand student data as they relate to curricular and instructional decisions. 2. Resource provider: In this role, the instructional coach provides resources teachers need but cannot easily acquire on their own. These resources might include specific supplies or learning materials to better reach students with different learning preferences or needs. These resources could also be instructional materials or resources from outside the school to help teachers plan instruction. Instructional coaches are knowledgeable regarding what is available within the school system and expected to use their resourcefulness to streamline the process of getting teachers what they need for successful instruction. 3. Mentor: In this role, the instructional coach helps acclimate new teachers (or new-to-the-building teachers) into their role. 4. Curriculum specialist: In this role, the instructional coach “focuses on the what of teaching rather than the how” (Killion, 2009, p. 9). The coach helps teachers understand the concepts in their adopted curriculum and align assessments with the curriculum. 5. Instructional specialist: In this role, the instructional coach helps teachers focus on how to teach concepts by choosing instructional strategies and methodologies to differentiate instruction based on student needs. Instructional coaches also support teachers as they

prepare physical learning environments and classroom routines that optimize the learning experience for all types of learners. 6. Classroom supporter: In this role, the instructional coach works side by side with teachers to model, co-teach, observe, and provide feedback for teachers. This is often the role most people imagine when they think about what instructional coaches do all day. This role is unique because it is the only role that takes place inside the classroom while students are present, and it requires a broad range of skills from the coach, including “co-planning, co-teaching, observing, crafting feedback, and engaging in thoughtful, reflective conversation about teaching and learning” (Killion, 2009, p. 12). This role is challenging because teachers can see it as intrusive, often causing resistance. 7. Learning facilitator: In this role, the instructional coach organizes and facilitates learning opportunities for teachers. This can include organizing professional development opportunities, leading book studies, supporting action-research opportunities, holding workshops, and more. 8. School leader: In this role, the instructional coach supports school and district initiatives by assisting teachers in implementing those initiatives. This particular role can create confusion surrounding the coaching role; lines can blur as to whether the coach’s allegiance aligns with teachers or administrators. 9. Catalyst for change: In this role, the instructional coach initiates change by making observations, then speaking up with opinions that challenge the status quo. Instructional coaches do this to challenge routines that might not be yielding the best results. This sparks discussion, analysis, and eventual change. 10. Learner: In this role, instructional coaches regularly engage in continuous learning and development to strengthen and reflect on their coaching practices.

The practice of serving in multiple roles as an instructional coach in a school or district can create conflicts. For instance, it can be difficult for you to fulfill administrative duties—you may worry that your role as an ally to teachers is at risk. Teachers should never feel someone who is serving as their coach is also evaluating them! To prevent this dynamic, administrators must clearly outline your coaching role for everyone involved.