Is Virtual Instructional Coaching Support for Teachers Effective?

by | Mar 8, 2021 | Blended Learning and Virtual Learning, School Improvement, Teacher Professional Development

Evidence suggests that teacher coaching is an essential component of effective job-embedded professional development for educators. Traditional workshops can help teachers learn new skills, but instructional coaches provide vital one-on-one support after this group instruction. In response to COVID-related school closures, many principals are considering virtual instructional coaching for teachers.

Coaching ensures teachers can implement successfully implement new content and skills to improve their students’ outcomes. The coaching process provides an opportunity for teacher to plan how to implement and execute the newly learned instructional practices and strategies, spark personal reflection, and provide motivational feedback.

But in the age of remote work and virtual learning, how can school leaders plan effective instructional coaching support? Is coaching in a virtual learning environment a viable alternative to in-person, boots-on-the-ground coaching?

How Does Instructional Coaching Work?

With an estimated 55.1 million students impacted by COVID-19 learning loss nationwide, teachers need more support than ever to improve student achievement. The Learning Policy Institute explains that instructional coaches improve teacher practice by:

  1. Helping teachers identify specific instructional areas to target professional growth.
  2. Planning virtual classroom observation sessions with coaches.
  3. Providing debriefing sessions that allow teachers to reflect on the instructional strategies they implemented; this allows the coach to provide motivational feedback and plan next steps.
  4. Providing further job-embedded professional learning opportunities and resources; these help teachers expand their knowledge about evidence-based practices and instructional strategies that raise student achievement.

Studies find that job-embedded instructional coaching improves teachers’ capacity to implement effective instructional practices that increase student achievement. Research also points out that students of teachers who are not provided with these opportunities make less progress and develop wider learning gaps compared to peers of the same age. 

Potential Benefits of Teacher Coaching in Virtual Classroom Environments

Instructional coaching in virtual classroom environments may provide principals an opportunity to offer remote job-embedded professional development during the COVID-19 pandemic. Harvard University’s Center for Education Policy Research blog outlines some of the potential benefits of virtual instructional coaching:

  • More access to specialists — One of the challenges associated with in-person instructional coaching is the limited availability of content specialists. For example, you may struggle to find an instructional coach who specializes in elementary school math and is available to travel to your school to provide support. One benefit of virtual instructional coaching is that you can access content specialists who are located anywhere with an internet connection.
  • Ability to scale — As the number of teachers who need instructional coaching support rises, so does the difficulty in scaling an effective coaching strategy. When content specialists provide coaching in-person, instructional coaches must build in time to transition between classrooms or even travel between different schools. Virtual instructional coaching helps eliminate time that is lost with travel and other distractions.
  • Same effectiveness as in-person instructional coaching support — Teachers with virtual instructional coaches can experience the same gains as those who receive in-person instructional coaching support, if virtual instructional coaching support is provided as consistently as in-person instructional coaching support.

Let’s take a look at some of the factors that make virtual instructional coaching support effective:

Virtual Instructional Coaching Support Model

Simply budgeting for virtual instructional coaching support and technological tools is not enough to develop an effective coaching program for your teachers. Your virtual instructional coaching support plan should include the following elements:

Relationship building and consistency

With traditional, in-person instructional coaching support, instructional coaches and teachers have the chance to meet one another and build a rapport as they work together. Unfortunately, the Center for Global Development finds that with virtual instructional coaching support, schools can become too dependent on technological tools and fail to prioritize the relationships between instructional coaches and teachers. When a coaching plan focuses more on technology than on the coaching relationship, teachers lose interest in using the virtual professional development tools. School leaders should provide adequate time for virtual coaches to build relationships and trust with teachers. Leaders should also mandate consistently scheduled coaching sessions to ensure teachers are held accountable for their professional growth.

Personalized, motivational feedback for teachers

Most coaching models actually begin with group instruction for teachers before teachers work individually with their instructional coaches. For instance, a principal may lead a school-wide training on how to plan hybrid learning lesson plans. Next, instructional coaches follow up on this group training by scheduling regular, one-on-one coaching sessions with each teacher. The instructional coach observes the teacher executing a hybrid learning lesson. Then the instructional coach and teacher debrief together as the coach provides personalized, motivational feedback about new practices and evidence of student learning.  This personalized, motivational feedback should address both the teacher’s individual strengths. Also areas for opportunities to refine instructional strategies and practices.

Teacher reflection

Teachers rely on instructional coaches for their ability to see things through a different lens, and for their areas of content expertise. However, The Learning Policy Institute emphasizes that personal reflection is also an important factor in the coaching process. Coaches should prompt teachers to reflect on their performance and share “both positive and constructive reactions” to their observation sessions.

Clear expectations for instructional coaches —

Digital Promise finds that many schools and districts give instructional coaching responsibilities to internal team members who already have a large number of other responsibilities, such as teachers and administrators. School leaders should ensure instructional coaches have sufficient time to work one-on-one with teachers. Also clearly define expectations for their work as an instructional coach.

The Center for Student Achievement Solutions provides expert support for principals and district leaders. Also who want to incorporate job-embedded instructional coaching support for their teachers as part of a comprehensive professional development plan. We work with school leaders at every level of the planning process. Also whether you need support in just one specific area or need help creating your professional development strategy from scratch. Schedule a free call with one of our consultants to start planning your teacher development.

Resources to Support Your and Job-Embedded Professional Development Strategy

We’ve compiled some of our most recent articles about job-embedded professional development learning opportunities for teachers through the COVID-19 pandemic. Click each title to read the full article:

We would also love to hear from you! What challenges are you facing as you create a job-embedded professional development plan for teachers? What questions do you have about providing job-embedded professional development learning opportunities through a virtual platform? Schedule a call with us or send us an email to get feedback on your plans.