Portfolio RequirementsYour portfolio is organized around the 7 Success Factors for effective coaching programs. All video clips must be submitted as secure YouTube links. All videos must be continuous and unedited except for shortening to meet the length requirement. All written submissions must be submitted as one text document for each entry with all text pieces for that entry included in it. Size requirements for each written piece are contained herein. All written submissions must be in 12-pt. Times Roman font, double spaced on pages with 1-inch margins at top, bottom, and sides.
The Impact Cycle
Certified Instructional Coaches effectively use the Impact Cycle (as described in Knight, 2017). Coaches must demonstrate their mastery of the Impact Cycle by including the following artifacts in their certification portfolio. Each artifact must be a part of the same, single Impact Cycle so that scorers can see an entire cycle from start to finish involving the same teacher.
- A clearly stated PEERS goal
- A video (no more than 10 minutes long) of the instructional coach using the Identify questions with a collaborating teacher to identify the PEERS goal
- A copy of the checklist that the coach and teacher used to describe and observe the implementation of the identified teaching strategy
- A video (no more than 5 minutes long) of the instructional coach using the checklist to describe the identified teaching strategy
- A video (no more than 5 minutes long) of the teacher watching the modeling of the strategy (documenting whatever way the teacher learned the strategy, which might be the coach modeling in the teacher’s classroom with students, the coach modeling without students, the coach co-teaching, the teacher observing another teacher, or the teacher watching a video)
- Video (no more than 5 minutes long) of the teacher implementing the teaching strategy
- Video (no more than 5 minutes long) of the coach and the teacher discussing progress on the PEERS goal
- Video (no more than 5 minutes long) of the coach and the teacher talking when they identify that the goal has been met
- Video (no more than 5 minutes long) from the collaborating teacher’s classroom before the goal is met (e.g., the video a teacher watches to identify the goal)
- Video (no more than 5 minutes long) from the collaborating teacher’s classroom after the goal has been met
Note: Candidates may not submit text in the place of a required video or vice versa.
Certified Instructional Coaches must have a complete Instructional Playbook that describes the teaching strategies that the coach shares with teachers to help them hit their PEERS goals. (See Knight, 2017, for an example of an Instructional Playbook.) Playbook content may vary for each candidate, but the format must include the following:
- The entry must include a one-page description of the coaching audience for the playbook (the types of teachers and goals involved) to show how the playbook aligns with their needs.
- Playbook contains a one-page listing of strategies in the form of a Table of Contents that is appropriate to the coach’s coaching audience (Table of Contents can be no longer than one page).
- Playbook contains a one-page description of each strategy on the Table of Contents (each strategy description should be no longer than one page). That description includes the purpose of the strategy, a description of research supporting the strategy, what the teacher does when using the strategy, and what students do when using the strategy.
- Playbook contains sufficient checklists after each one-page description to assist the teacher in implementing the strategy (at least 1 checklist per strategy).
Each playbook must be submitted as a PDF document with items in the following order:
- Table of Contents
- One-Pager for Strategy 1
- Checklists for Strategy 1
- One-Pager for Strategy 2
- Checklists for Strategy 2
- One-Pager for Strategy 3
- Checklists for Strategy 3
…and so forth
Playbooks submitted electronically will not receive a score.
- PEERS goals for 10 different teachers, including at least one goal in each of the three goal categories: academic achievement goals, behavioral (classroom management) goals, and student engagement (attitude) goals
- One complete set of data for each of the PEERS goals (to show the growth in progress to the achievement of the goal). If no specific data collection forms were used for a particular goal, then describe how the data for that goal were collected
Note: Be sure to remove school or student names or identifiers from the goal data. Do not use goals for this entry that involve information you do not have permission to share.
- Each candidate will set two communication goals (with each focusing on one Better Conversations Habit-per goal [2 total goals and 2 total habits). (Knight, 2016, p. 17).
- The candidate will submit a “before” video and an “after” video for each goal, but if a single “before” video captures both goal areas and/or if a single “after” video captures both areas, then one video could be used for the befores and/or the afters. Thus, a candidate may end up submitting 2, 3, or 4 videos depending on whether they need separate videos for each aspect of each goal. Each video will be no longer than 5 minutes.
- For each of the two goals, candidates will complete a “before” reflection form and an “after” reflection form (4 forms total for each candidate). Candidates may select any of the Looking Back, Looking At, or Looking Ahead reflection forms that correspond to each Habit for that purpose. Link to forms: https://resources.corwin.com/knightbetterconversations
- A written reflection statement that includes the coach’s thoughts about how he or she is currently communicating and how she or he intends to improve. The reflection document should be no more than 4 pages long.
Understanding Adults and Change
- A written reflection statement including the coach’s thoughts about each of the Partnership Principles and how he or she is applying those principles to coaching work (see Knight, 2011). The reflection document should include no more than 2 pages for each Principle. Candidates must include specific examples of using each principle in their coaching practice.
- Video (no more than 5 minutes long) of the coach in a coaching conversation and completed Looking Back dialogue reflection forms (Knight, Knight, & Carlson, 2015) that demonstrates that the coach engages in dialogue with teachers. Link to forms: https://resources.corwin.com/node/28065/student-resources/chapter-4
- A written purpose statement (no more than one page long) that describes the beliefs and values that guide their work as coaches (This document should clearly state why the coach is doing this work and how he or she makes choices about what to do as a coach.)
- Coach demonstrates that he or she manages time effectively to ensure that at least 70% of his or her time is spent working on Impact Cycles with teachers. Candidates will submit sections of their calendars to demonstrate how they spend their time. They will submit one month of their calendar (30 consecutive days) from the first semester and one month of their calendar (30 consecutive days) from the second semester and will show (using boldface, a different color text, or a highlighter) which actions are directly connected to specific Impact Cycles with specific teachers.
Certified Instructional Coaches flourish in systems that support them. When district leaders and, in particular, principals, support instructional coaches, effective coaches succeed. However, when support does not exist, effective coaches may have little or no impact. Therefore, to demonstrate that they are effective leaders, coaches must include the following in their portfolio entry:
- A list of professional development opportunities that instructional coaches have experienced to develop the 7 success factors outlined in this document (These experiences could be online courses, workshops, coaching for coaches, individual reading and self-study, or other professional development experiences). Candidates must explain how each professional development clearly connects to
a specific Success Factor.
- Completed surveys from at least 12 teachers who have set and hit PEERS goals with the help of the instructional coach (at least one goal in each of the three coaching areas: academic achievement, student engagement, or positive classroom environments). *Information that must be gathered in those surveys has been emailed to candidates.
- A detailed letter of support from the school principal (or other direct supervisor) that summarizes how his or her school (or school system) is implementing the Partnership Principles, the ways in which the leader and the coach work together to support coaching, and specific information about the impact the coach has had on teachers and, most importantly, students
- Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically improving instruction. Thousand Oaks, CA: Corwin.
- Knight, J. (2016). Better conversations: Coaching ourselves and each other to be more credible, caring, and connected. Thousand Oaks, CA: Corwin.
- Knight, J. (2017). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Thousand Oaks, CA: Corwin.
- Knight, J., Knight, J.R., & Carlson., C. (2015). The reflection guide to better conversations: Coaching ourselves and each other to be more credible, caring, and connected. Thousand Oaks, CA: Corwin.