Five Strategies for Coaching Teachers to Effectively Implement and Use Instructional Materials

As administrators, instructional coaches, and teachers work to enhance teaching and learning, one of the most critical levers is ensuring that high‑quality instructional materials are implemented with fidelity in ways that meet the learning needs of students. Here are six evidence‑based strategies to guide your coaching practice and leadership.

1. Engage in Side‑by‑Side Coaching with In‑the‑Moment Feedback

Effective, collaborative coaching cycles are more impactful than one-time professional development. Research from the Institute of Education Sciences highlights side‑by‑side coaching, where the coach and teacher collaborate directly as a powerful practice. “Side‑by‑side coaching…provides an opportunity for coaches and teachers to learn together by reflecting on the teacher’s instruction and co‑developing approaches to solve problems,” and includes in‑the‑moment feedback for real-time adjustment (IES, 2021). Standing side-by-side with teachers, during planning and in the classroom, provides leaders with the opportunity to impact instruction before and as it happens. This approach ensures that instructional materials are used dynamically, adapting appropriately to align with student needs. 

2. Make Instructional Coaching Student-Centered 

Grounding coaching in student achievement means setting goals that are driven by student learning and focused on standards-based learning targets (Sweeney, 2017). Coaching based on student data and correlating student needs to lessons and resources in high-quality instructional materials is an important step toward supporting student achievement. Learning List’s Alignment Report can help by pointing the teachers and the instructional coach to the exact point in the material where each learning standard is fully aligned. 

3. Foster Reflective Conversations, Goal‑Setting, and Teacher Voice

This recent blog about coaching strategies underscores the importance of reflective conversations, collaborative goal‑setting, peer observations, and action‑driven professional learning communities (PLCs) to build trust and sustain growth (HMH, 2025/2023). When teachers feel like they are co-owners of the process and are being heard, they are more likely to adapt and consistently implement instructional materials. Effective instructional coaches can support teachers in owning their planning process by facilitating conversations that stay focused on student learning, selecting the most relevant, best aligned instructional materials, and assessing learning based on high-quality instruction. 

4. Leverage Observation Data to Inform Support

Observation remains a foundational tool in identifying teaching dynamics and shaping coaching plans. As noted in the “10 Types of Coaching Strategies,” early observations help set goals; subsequent observations track progress and areas for improvement (School Status, 2024). Additionally, RAND research underscores the importance of classroom observation and instructional feedback as critical levers for teacher improvement (RAND Corporation, 2018). Use small‑scale classroom data to inform coaching targets and follow‑up by keeping the conversation focused on student learning. Observation helps instructional coaches determine the fidelity of implementation of the instructional materials, as well as the level of impact and overall fit for students. 

5. Build Coaching Capacity

Building capacity in instructional coaches will build capacity in teachers. If administrators expect instructional coaches to effectively guide instructional design, instructional coaches need the time and the training to understand their role, the teachers’ role, and the resources and materials that teachers use. Only then can they effectively support teachers in implementation. Edutopia emphasizes that administrators must intentionally plan for coaches' professional development, which may include aligning roles, defining clear expectations, and providing training in change management, difficult conversations, data use, and culturally responsive pedagogy (Edutopia, 2024). Instructional coaches will grow professionally in an environment with a strong coaching culture where they are part of PLCs, have opportunities to connect with experienced peers, and are equipped to support teacher implementation of materials and instructional strategies.

Closing Thoughts

For administrators and instructional coaches, ensuring teachers not only receive high‑quality instructional materials but also use them effectively requires intentional design, relational trust, and structures that support iterative learning. Embedding strategies like real‑time coaching, reflective dialogue, data‑informed observation and intentional training for coaches fosters a professional learning culture where teachers feel empowered, materials are used with fidelity, and student learning accelerates.