Instructional coaching is a powerful tool that can have a transformative impact on schools, teachers, and students. As a formal or informal process, instructional coaching is non-evaluative and invitational in nature. It begins with goal setting, often involving a cycle, structure, or system of reflection, and operates close to the classroom, with observations, co-teaching, or modeling as a central part of the experience (Cofino, 2023). An instructional coach is someone who implements and facilitates this instructional coaching, and as such, can take on a variety of roles. These roles range from resource provider to learning facilitator to mentor to change catalyst (Killion & Harrison, 2006). All aspects are essential to the success of instructional coaching overall and though the roles are varying and complex in nature, they are all grounded in the notion that every learner deserves to thrive, and that well-implemented instructional coaching is part of unlocking their full potential.
The Association for the Advancement of Instructional Coaching in International School (AAICIS) is dedicated to amplifying the impact of instructional coaching in international schools. In service of this, we are asking instructional coaches as well as those leaders who support instructional coaching in an international school to share their insights and experiences with the AAICIS research team in this survey, open through April 30, 2024. The survey aims to uncover similarities, differences, and trends in how instructional coaches are deployed and what they are asked to do. The survey also includes a variety of questions to help capture these ideas as well as others to help AAICIS achieve their mission of amplifying the impact of instructional coaching in international schools. We hope to share the results with the global community of international educators early June 2024.
Why is this research important?
The value of instructional coaching is often anecdotally understood, with teachers and administrators alike sharing their experiences with an instructional coach. There is also an extensive research base to support the use of instructional coaching (Aguilar, 2013, 2016; Knight, 2017, 2021; Sweeney, 2011, 2016, 2018). However, there is a gap in the literature around instructional coaching in the international school context (Cofino, 2023). Additionally, in international schools, instructional coaching programs can vary significantly, depending on country, school, and context. Given the lack of research in this unique context and the prominent variation that can occur, there is a distinct need for research that better illuminates instructional coaching in the world of international education.
Data is collected, then what?
Research does not stop at the administration of a survey. It is integrally important to take the data a survey provides and do something with it. As Garmston and Wellman (2022) say, “Data have no meaning on their own. Meaning is a result of human interaction with data” (p. 59). AAICIS is committed to not only collecting data but also applying robust methods to analyze the data, identifying key themes and areas of opportunity, informing schools in how they go about instructional coaching, and prompting areas for further research.
We hope that you will join us in this taking this survey to help amplify the impact of instructional coaching in international schools.
References
Aguilar, E. (2013). The art of coaching. Jossey-Bass.
Aguilar, E. (2016). The art of coaching teams. John Wiley & Sons.
Cofino, K. (2023). Fostering a Culture of Growth and Belonging: The Multi-Faceted Impact of Instructional Coaching in International Schools. In L. L. Hammer, R. C. Hansen, & M. R. Barker (Eds.), Handbook of Research on Critical Issues and global trends in International Education (pp. 284–322). essay, IGI Global.
Killion, J. & Harrison, C. (2006). Taking the lead: New roles for teachers and school-based coaches. National Staff Development Council.
Knight, J. (2017). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin.
Knight, J. (2021). The definitive guide to instructional coaching: Seven factors for success. Corwin.
Sweeney, D. (2011). Student-centered coaching: A guide for coaches and principals. Corwin.
Sweeney, D. & Harris, D. (2016). Student-centered coaching: The moves. Corwin.
Sweeney, D & Mausbach, A. (2018). Leading student-centered coaching. Corwin.
Thinking Collaborative, LLC. (2022) Adaptive schools foundation seminar learning guide (4th ed.). Rowman & Littlefield.
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Dr. Samantha Olson-Wyman is a Curriculum, Teaching, and Learning Specialist at the American School of Guatemala (CAG) in Guatemala City.
LinkedIn: www.linkedin.com/in/dr-samantha-olson-wyman
Dr. Kristen Moreland is currently serving as the Director of Teaching and Learning for the Littleton School District in Littleton, New Hampshire, United States of America.
LinkedIn: www.linkedin.com/in/moreland-kristen
Jordan Benedict is currently serving as a Digital Learning Coach at the International School of Luxembourg (ISL) in Luxembourg.
LinkedIn: www.linkedin.com/in/JordanGBenedict
AAICIS Website: https://aaicis.org/
AAICIS LinkedIn: https://www.linkedin.com/company/aaicis/
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