Reflect on individual strengths and growth edges that help set goals for your own learning and development as an instructional coach
Understand teacher agency as a fundamental driver of sustained instructional improvement
Articulate student-centered versus teacher-centered coaching goals
Anticipate the benefits and limitations of different coaching strategies as tools in different situations or contexts
Use questions to surface important but otherwise invisible data
Develop explicit awareness of the lenses through which we view classrooms as we move up the ladder of inference
Whether you are beginning as an instructional coach, thinking about becoming one, or have been coaching teachers for twenty years, this course encourages you to reflect deeply about your own practice and continue to build your toolbox of instructional coaching moves. Grounded in research in adult development and responsive coaching models, you will explore five pillars that drive cycles of coaching across numerous contexts and with teachers at any stage of professional development.
You will form bonds within a community of practice that stretches beyond your school, beyond your district or CMO, beyond the boundaries of your state, even your country to learn from fellow instructional leaders, to reflect deeply, and to contribute to shared libraries of best practices.
In this course, join Harvard faculty and experienced instructional coaches who work directly with beginning and veteran teachers to hone their teaching and instructional leadership practice.
This course applies toward the Instructional Leadership Certificate (ILC).
