Why You Need This Course!

Measuring Your Impact as an Instructional Coach is an essential skill for all coaches

Tracking the impact of coaching allows you to evaluate the effectiveness of the program, to ensure the continuation of the role, and to continue to build a coaching culture. 

Three key data points allow coaches to collect data and feedback on their work to measure their impact on student and teacher learning.

This short course focuses on exactly HOW you can:

  • collect the exact right data you need
  • measure your impact by correlating three essential points of data
  • share that data to continue to build a culture of coaching


Learning Outcomes

After completing this course, you will be able to:

  • identify the three key points of data coaches need to measure their impact
  • effectively collect data from all three key points
  • connect and correlate the data they collect to determine their impact on student and teacher learning


Time required to complete this course content:

3 – 5 hours (approx.)

Who is this course for?

Applicable for anyone in a coaching role seeking to understand if their work is having an impact. Coaches who need to demonstrate the value of coaching in their community, and to their school leaders or Board.

All references and materials are located online.

Example Curriculum

  Measuring Your Impact as an Instructional Coach
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Hi! I'm Kim.

After working as a coach in international schools for over 15 years – in Germany, Malaysia, Thailand and Japan, I started Eduro Learning to support schools and coaches in building a thriving coaching culture.

I have been working with instructional coaches, and school leaders, in schools around the world since 2015. 

Even though each school context is different, all of them have the same problem: a weak foundation for coaching, including a lack of consistency across schools, so the problem arises again when they move to a new school.

What often happens in international schools is schools hire coaches, usually because another school in the region did it first (or because they want to be the first in the region), without clear definitions, standards of practice or expectation for the role and the program. 

After being hired, the coach grows increasingly frustrated over three to four years due to this lack of understanding of the role at all levels, combined with little to no PD for the coach, leading to a resignation. Then, the position is not rehired, because school leadership (who may have also transitioned during this period) don’t see the value in the position, and then the cycle repeats itself several years later.

Don’t let this happen at your school! I can help you build the foundations of a thriving and sustainable coaching culture – as an educator, a coach or a school leader!