Who is an instructional coach?

• A facilitator of professional development workshops

• An experienced educator specializing in curriculum development

• Provides pedagogic leadership within their own and cluster schools, to drive forward improvement, and raise standards in teaching and learning.

• A school administrator overseeing staff evaluations

What should an instructional coach prioritize when mentoring newly inducted teachers?

• Immediate conformity to school norms

• Long-term development, considering individual strengths and growth areas

• Peer collaboration over individual mentorship

• Compliance with standardized teaching methods

To what extent should an instructional coach collaborate with other ICs for co-teaching formal PD courses?

• Each coach should focus on their assigned courses

• Shared responsibility enhances overall effectiveness

• Only when mandated by school administration

• Collaboration hinders personal coaching style

What is a role of an IC according to these statements?

• Exclusive collaboration with the PD SI Lead

• Collaboration with other ICs only for informal activities

• Collaborate strategically with various stakeholders for comprehensive PD support

• Autonomy in decision-making without external collaboration

What multifaceted skills are crucial for an instructional coach?

• Technical prowess and data analysis skills

• Flexibility, adaptability, and cultural competence

• Subject-specific knowledge and grading accuracy

• Administrative efficiency and task delegation skills

• All Options

How should instructional coaches approach supporting teachers in their professional development?

• Focus solely on informal professional development activities

• Prioritize formal professional development without considering the school PD plan

• Support teachers through a mix of formal and informal PD, in light of the school PD plan

• Rely exclusively on the school PD plan, neglecting individual teacher needs

How should an instructional coach contribute to the professional development within and across clusters?

• Resources should be guarded for personal use

• Collaboration and collective growth are paramount

• Only with teachers in the same subject area

• Resource sharing is not a priority

What records should an instructional coach maintain for allocated teachers?

• Only quantitative data such as test scores

• A holistic record, including progress, observations, and reflections

• Minimal documentation; focus on real-time interactions

• No record-keeping, fostering trust through informality

How can the role of an instructional coach be best characterized regarding teacher observation and feedback?

• Randomly select teachers for observation throughout the month

• Systematically observe and provide feedback to two teachers per week

• Prioritize experienced teachers over newer ones for observation

• Limit observation and feedback to one teacher per month for a more in-depth analysis

How do instructional coaches proactively seek professional development from relevant HO departments and cascade it to cluster schools based on their needs, as per the provided information?

• Adopt a reactive approach; wait for school-mandated training opportunities

• Autonomously seek relevant training from cluster support person/mandatory course lead , identifying personal areas for growth, and cascade learning to cluster schools based on their needs

• Rely on informal learning, avoiding structured training programs

• Delegate professional development responsibilities to teachers