Three New Articles About Instructional Coaching
Written by Jim Knight.

In the past few months, I’ve published three articles that you might find valuable, if you are interested in coaching.

First, for the February JSD, I published an article on the Instructional Coaching Cycle. You may read it here: The Instructional Coaching Cycle

Second, for Principal Leadership, I published an article on how to set up a successful coaching program.
You can read it here: Success Factors for Instructional Coaching Programs

Finally, for Scholastic’s [email protected] Magazine, I published an article on how principals can support instructional coaches.

You can read it here: How Principals Can Support Instructional Coaches

1 Comment

  1. Mista G

    Question about autonomy: if we’re defining ‘autonomy’ as the teacher, or facilitator, having the flexibility to ultimately decide how they will instruct learners to help them attain knowledge and skills, but the way they are doing it does not meet the expectations of campus leadership, how do you believe campus leadership should address that? For example, if the’ teacher’ believes that lecture and ‘sitting & getting’ is the most effective way to instruct learners, and their data on statewide assessments are, at least, adequate, but campus leadership wants ‘teachers’ to serve as facilitators who show learners who to work collaboratively & cooperatively and be more self-directed, how will they ever get there if they have the ‘autonomy’ to instruct learners how they see fit? Or are we defining ‘autonomy’ as giving ‘teachers’ various methods of effective facilitation of learning, which is line with campus leadership’s expectations, and allowing them to choose which of those methods works best for them and their learners? (Note: I prefer to refer to ‘teachers’ as ‘facilitators’; that’s why I have it in quotes.)


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