TARA McMULLAN FCCT, ASSISTANT PRINCIPAL FOR QUALITY OF EDUCATION – COACHING AND PROFESSIONAL DEVELOPMENT, BRIGHTON ALDRIDGE COMMUNITY ACADEMY, UK
This case study delves into a whole-school instructional coaching approach. The core emphasis of the model was ‘working as a TEAM’; each element of the design hinged upon four key areas of pedagogy. Underpinned by research and aligned with strategic school improvement targets, we undertook a two-year journey. This TEAM approach highlights the importance of joined-up CPD (continuing professional development) and improvement for all teachers, from ECTs (early career teachers) to expert teachers, with instructional coaching as a key mechanism for this work.
Why instructional coaching?
Instructional coaching (IC) has been widely adopted across educational settings as a way in which to drive teacher improvement; it is considered to be the ‘best-evidence form of professional development we have and has been proven to have direct impact o
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