I believe instructional coaching should be built on trust, guided by data, and focused on practical, sustainable improvement that leads to strong student outcomes. Coaching should be collaborative, honoring teachers’ expertise while supporting growth that leads to improved student learning.
In practice, this looks like:
Partnering with teachers to identify clear, meaningful goals
Modeling, co-planning, and supporting instruction
Using student data to guide reflection and next steps
Asking thoughtful questions that promote reflection and growth
Providing support tailored to each teacher’s context and needs
This approach allows me to support meaningful, measurable growth in both teacher practice and student outcomes.
Supporting teacher growth also means supporting meaningful, sustainable change.
How I Support Change
I approach instructional change as a systems challenge, not just an individual one. I look at what may be missing—whether that’s clarity, skills, resources, or alignment—and work alongside teachers and teams to identify and address those barriers. This helps ensure that changes are not only implemented, but sustained over time.
Instructional Influences & Professional Learning
My coaching approach is grounded in research-based practices and ongoing professional learning. I draw from organizations such as Learning Forward and ASCD, as well as instructional coaching frameworks developed by Jim Knight.
These influences shape my focus on building teacher capacity through structured coaching cycles, high-impact instructional strategies, and reflective practices that lead to improved student outcomes.
These influences are reflected in the tools and systems I use to support teachers in strengthening instruction.