Anchored in Instructional Coaching: Research-Based Tech Coaching Methods to Improve Instruction

     A few days before writing this post, my principal asked me how I felt about becoming a technology coordinator later in my career. I am currently a STEM teacher for grades Pre-K through 6, so it seemed natural for her to assume my interest in the role. To her surprise, I responded with a hard no. Much like a reading or math coach, technology coordinators coach teachers on how to incorporate technology into their practice. They also have the enormous task of managing all the technology in the school. I hold a lot of respect for my school's instructional coaches. Although I don't want their particular role, I hope to discover how I can naturally fall into instructional coaching as a STEM teacher. 

What Good Coaches Do 

    In Jim Knight’s The Impact Cycle (2018), he discusses facilitative, directive, and dialogical coaching to meet teachers' unique needs. Coaches can implement coaching methods depending on the teacher's goals, experience, and the context of the situation. When applied effectively, these approaches foster growth and lead to improved instructional practices. Let's explore the pros and cons of these three coaching methods and how each can be used to support teacher development.

Facilitative Coach

    By promoting self-reflection, this method allows teachers to critically assess their own instructional practices. It fosters long-term improvement because teachers develop a deeper understanding of their strengths and areas for growth, which builds internal motivation for continuous development. In practice, a facilitative coach may ask guiding questions like, “What strategies have you found effective in engaging your students?” This reflection-driven approach encourages teachers to take ownership of their learning. While it’s highly effective for fostering autonomy and confidence, it may be less suitable for teachers who require more structured guidance, especially when adopting new technology or complex teaching methods.

Directive Coach

    This approach is highly effective when teachers need clear, actionable steps to implement specific instructional strategies, such as integrating technology into the classroom. For instance, a coach might introduce a new app and demonstrate its use, followed by specific directions on how to integrate it into lesson plans. While this method can be seen as more prescriptive, it ensures that teachers quickly acquire the skills and knowledge they need, especially when the instructional goals are clearly defined and time-sensitive. Relying solely on directive coaching may limit the teacher's ability to develop problem-solving skills on their own. 

Dialogical Coach

    This method fosters improved instruction by creating a collaborative environment where both the coach and the teacher actively contribute to the discussion. It shifts the traditional power dynamic to a partnership, where both parties learn from each other. For example, in a dialogical approach, a coach and teacher might explore various technology tools together, experimenting with what works best for the classroom. This method encourages critical thinking, co-creation, and professional dialogue, leading to deeper, more meaningful instructional improvements. It is even more effective when both the coach and the teacher bring their own expertise. This approach may take longer to show immediate results but is highly effective for building a shared learning culture. 

A Working Partnership

    I vividly remember my experience with having an instructional coach during my first year of teaching. I was unfamiliar with what this partnership would look like. All I had ever known was being graded from an observation of my teaching. I was terrified at the thought of working with an instructional coach because I thought my job would be in danger if I made a mistake. I was in fact very wrong about the reality of this relationship. To this day, I value the experiences I had with my instructional coaches. Once I got "out of my head" I began to see that the coaching role is a leadership role, but it does not have to be an authoritative role. It is a partnership. In my future as an instructional coach, I want it to be clear that I am there to support and work alongside teachers. At times, I fear that I will engage in a coaching experience and lack a true understanding of what my teachers need from me. Ottenbreit-Leftwich et al. (2020) noted that some coaches struggle to fully understand and meet the needs of teachers. However, by engaging in ongoing coaching activities, such as planning sessions and follow-up meetings, coaches can gradually build stronger connections and better support teachers in their technology integration efforts. I will remember that Jim Knight’s (2018) concept of identifying, learning, and improving is a continuous cycle. It's important to be patient and recognize that achieving the desired outcome in a coaching partnership with teachers may take time. Progress doesn’t always happen quickly, and that’s okay. The focus is on long-term growth and development.

    In my future role as an instructional coach, I find value in adopting all three approaches—facilitative, directive, and dialogical coaching—because no two teachers have the same needs or starting points. According to Ottenbreit-Leftwich et al. (2020), an essential element of effective coaching is tailoring coaching activities to meet the unique needs of teachers. This personalization begins with a needs analysis, where teachers report their knowledge, skills, and attitudes toward areas of support, allowing coaches to customize professional development to the teachers’ specific instructional environments. Just as my own experience with coaching evolved from fear of judgment to appreciation for a supportive partnership, I understand that teachers may come to coaching with different perspectives. Facilitative coaching is crucial when helping teachers unlock their potential through self-reflection and personal discovery. Directive coaching will be necessary for moments when teachers need explicit, step-by-step guidance to implement new strategies or technologies. Dialogical coaching allows for a collaborative exchange where both the teacher and I can learn and grow together. By assessing where the teacher is in their professional journey, I’ll be able to choose the approach that best meets their needs. My goal is to create a space where teachers feel supported, not judged, and where coaching is viewed as a growth opportunity rather than an evaluation. I want my coaching to be flexible, responsive, and always focused on fostering a partnership built on trust and mutual respect. 

References

Hagan, P., Smith, K., & Baker, D. (2018). Video: A cornerstone for reflective coaching cycles. [Infographic]. visiblybetter.com. https://visiblybetter.cepr.harvard.edu/blog/video-cornerstone-reflective-coaching-cycles

Instructional coaching group. (June 12, 2024). Principles of instructional coaching: Measuring impact. [Video]. Youtube. https://www.youtube.com/watch?v=0u09loQSGoA

Knight, J. [@jimknight99]. (2023, December 5). Image. [X post.]. X. https://x.com/jimknight99/status/1732038060001427727

Knight, J. (2018). The impact cycle. What instructional coaches should do to foster powerful improvements in teaching. Corwin. 

Ottenbreit-Leftwich, A., Liao, Y. C., Karlin, M., Lu, Y. H., Ding, A. C. E., & Guo, M.  (2020). Year-long implementation of a research-based technology integration professional development coaching model in an elementary school. Journal of    Digital Learning in Teacher Education, 36(4), 206–220. https://doi-        org.ezproxy.montevallo.edu/10.1080/21532974.2020.1804494