Go back to demonstration and verbal cues
Models or demonstrates a lesson or strategy in the practitioner’s own setting to help the practitioner see how new practices look when implemented in the context of their own resources, classroom/facility environment, and students/teachers needs
- Definition: Modeling, or demonstrating, means providing an example that the practitioner can imitate or follow. A coach is explicitly showing how to implement a lesson or strategy within the practitioner’s context. What are the benefits of showing the lesson or strategies in the practitioner’s environment? The practitioner can see how the lesson or strategies work in their own context, with their own resources/materials, environment, and students/teachers. Modeling or demonstrating a lesson or strategy in this way can encourage the practitioner to attempt the lesson or strategy independently. Why? A coach shows not only that it is possible to implement, but also how it is possible to implement.
Shares and discusses targeted video exemplars as an alternative to in-class demonstration to show, rather than simply tell, the practitioner about new practices
- Definition: A coach can share strong video examples of what specific practices (e.g., strategies, activities, techniques) look like with the practitioner. In this competency, the coach also discusses features of the video example with the practitioner. By doing so, the coach can highlight specific aspects of implementation that may be important for the practitioner to consider. This may be an effective strategy for coaches who work remotely with practitioners or for coaches who may have been unable to model the practice in-person.
Connects demonstrations and/or verbal explanations to previous professional development in order to support transfer of learning
- Definition: In this competency, a coach connects demonstrations and/or verbal explanations (e.g., defining a term, explaining a concept) with content from previous professional development opportunities. This competency requires that the coach has some familiarity with professional development that the practitioner has previously participated in. By making connections to content from previous professional development, the coach is able to reinforce learning of the demonstration and verbal explanation. This can help the practitioner make connections that may otherwise be missed.
- Examples of what this can look like:
- “So remember the ___ course that you took that focused on ___?”
- “What examples do you remember from the ___ PD course that you took?”
- “In the training last month, we focused on ___. Those are the same skills we see demonstrated in ___.”
- “When we talk about ___, let’s think back to the PLC meeting.”
- Examples of what this can look like: