Instructional Coaching

The NC NTSP provides support services for beginning teachers during their first three years of teaching, including traditionally prepared educators and lateral entry educators.
Each participating Beginning Teacher is supported by a highly skilled instructional coach. The NC NTSP instructional coaches utilize a comprehensive Coaching Framework to support teachers in the critical dimensions of planning, instruction, and assessment. Coaches gather and interpret data, provide and model high leverage and research-based best practices to improve teacher effectiveness and increase student achievement.
We value our teachers and provide individualized and strategic coaching through:
• Lesson and strategy demonstrations
• Co-teaching
• Observations with real-time feedback
• Planning, instruction, and assessment support
• In-the-moment coaching
• Data (collection, analysis, and utilization)
• Weekly individualized face-to-face coaching visits
• Ongoing virtual coaching support
• Individualized professional development (PD) aligned with teacher needs and school/district goals
• Professional Learning Networks to support content development


NC NTSP Instructional Coaches support beginning teachers in the areas of planning, instruction, and assessment. Coaches develop individualized materials and resources that are designed to provide additional support aimed at improving teacher practice. Sample materials, resources, and presentations can be viewed below.

NC NTSP Instructional Coaches support beginning teachers face to face and virtually every week using a variety of methods. Videos, such as the 1-minute Loom videos below, are recorded for individual teachers or groups of teachers working on similar areas of practice.

1-Minute Monday: Welcome
1- Minute Monday: Tomorrow Is A New Day
1-Minute Monday: PLCs

“Words can’t express the appreciation our school has for the NC NTSP. Our teachers have received high quality support & guidance through the service & leadership of our Coach. We value the contributions of the program as they ensure the success of new teachers to the profession. As a principal, having a non-evaluative third party assist beginning teachers across a broad scope -curriculum, instruction, classroom management – truly helps nurture & build teacher capacity.”—Principal, ECU Region