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ED PSYCH 640

FOUNDATIONS OF INSTRUCTIONAL COACHING

3 credits.

As instructional leaders, coaches play an important role in building the capacity and collective efficacy of school teams. Begin to explore the strategies at the heart of this process by engaging in discussions about the role of the instructional coach, the various models of instructional coaching, and the diverse ways instructional coaches collaborate with teachers and school leaders in and out of the classroom to support students as learners. Explore effective questioning techniques, coaching conversations, facilitation strategies, working with adult learners, navigating conflict, and verbal and nonverbal communication skills. While instructional coaches provide confidential, non-evaluative, job-embedded professional learning for fellow educators, they must also advocate for their own ongoing needs as learners, build trusting relationships with colleagues, and garner support from administration.

Prerequisites & course information

Requisites: Declared in MS Educational Psychology: Professional Education (MSPE) Program Course Designation: Grad 50% - Counts toward 50% graduate coursework requirement Repeatable for Credit: No Last Taught: Fall 2026 Learning Outcomes: 1. Describe the philosophy and core practices for Instructional Coaching. Audience: Graduate 2. Examine the the core practices for implementing Instructional Coaching. Audience: Graduate 3. Plan coaching cycles in a way that establishes a culture of collective efficacy in your school or district. Audience: Graduate 4. Develop strategies for evaluating the impact of coaching on student and teacher learning. Audience: Graduate Learning Outcomes: 1. Describe the philosophy and core practices for Instructional Coaching. Audience: Graduate 2. Examine the the core practices for implementing Instructional Coaching. Audience: Graduate 3. Plan coaching cycles in a way that establishes a culture of collective efficacy in your school or district. Audience: Graduate 4. Develop strategies for evaluating the impact of coaching on student and teacher learning. Audience: Graduate

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