What this is
Instructional coaches, tech integration specialists, peer mentors, and protected co-planning time — the chronic-support layer that translates PD learning into durable classroom practice.
Why it matters
PD lands when coaching closes the loop. One-time workshops can spark interest; sustained coaching is what carries new practice into classrooms. Districts that fund and structure coaching deliberately see the shifts they were aiming for.
Connects to
The Framework: Condition #3 (Mentoring & Modeling). Supports every checkpoint in Layer 2.
Maturity levels
Not Started
No coaching or implementation support structure. Teachers expected to implement PD learning on their own. Integration work done by volunteers or no one.
Emerging
Some coaching exists but fragmented. Tech coaches (if any) cover many schools thinly — more crisis responders than coaches. No structured co-planning time or peer mentoring.
Established
Dedicated coaching staffing at a ratio that allows sustained, job-embedded support, with intensity matched to the coaching model. Coaches differentiated by focus — instructional, tech integration, AI integration, literacy. Co-planning time embedded in master schedules. Structured peer mentoring for new teachers.
Expanding
Coaching model is research-informed and consistently implemented. Teachers have regular, sustained coaching relationships (not just on-demand troubleshooting). Coaches themselves supported, developed, and evaluated on teacher practice shifts — not just activity counts. Student outcomes tracked as a long-term signal.
Go deeper with
Example resource
Jim Knight — Instructional Coaching
Also consider
- Diane Sweeney — student-centered coaching model
- Learning Forward — coaching resources and standards
- ISTE Standards for Coaches
- Elena Aguilar — The Art of Coaching and Onward