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Evidence-Based Instructional Coaching to Improve Writing Instruction in Elementary School
Abstract
Teachers have professional capacity to influence their peers in a way that shapes improvement across the profession without the evaluative component principals carry as supervisors. To build this professional capacity, highly effective teachers may engage in instructional coaching to help teachers gain the necessary skills to increase efficacy and effectiveness. When teachers take on the role of instructional coach, there must also be an intentional purpose toward the relationships that take place between the principal, coach, and teacher to ensure an effective approach in commitment to teacher growth. Thjs chapter posits that elementary literacy is critical in building the foundational skills that are necessary for student success as they progress into secondary settings, providing college and career readiness. This chapter will address a conceptual framework for evidence-based instructional coaching to improve writing instruction in elementary schools.
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