K-5 Instructional Coaching

Description

The Dearborn Instructional Coaching model has been implemented consistently across the district as an elementary literacy coaching model since the 2010-2011 school year. The job-embedded professional development model is a research-based practice that has shown promising results over the past decade. The instructional coaching model has been aligned with the Essential Coaching Practices for elementary literacy (GELN, 2016). Instructional Coaches (ICs) were placed at every elementary school in 2010 and have remained focused on the implementation of coaching partnerships with elementary classroom teachers. A combination of instructional coaching practices by many researchers have been combined in the Dearborn model. (Aguilar, 2013; Bean et al 2010, 2015; Knight, 2007, 2018; Marzano, 2012; Simeral & Hall, 2008; Sweeney, 2011). Instructional coaches partner with classroom teachers to improve literacy instruction and work with whole groups and small groups of students in the classroom with the goal of increasing student achievement in literacy. Dearborn Instructional Coaches dedicate half of their time to classroom coaching and half of their time and provide direct intervention services for second and third grade students performing below grade level.