Refining Practices

Provides the practitioner with an immediate opportunity to practice with coach feedback after demonstrating a new strategy or practice

• Definition: This competency can be more readily demonstrated when a coach is working with the practitioner in the moment. The practitioner is provided an opportunity to practice what they saw the coach model/demonstrate. Notice how this is an immediate opportunity, which means that there is a relatively quick handoff for the practitioner to attempt the new strategy or practice.

Prompts the practitioner before demonstrations to observe specific instructional elements or student responses/engagement to focus their attention

• Definition: In this competency, a coach is cueing the practitioner to observe a specific aspect of instruction or student responses and engagement. When might you use this coaching competency? There may be many different reasons. For example, you may have noticed certain pitfalls (e.g., an aspect of instruction that usually seems challenging to implement) that you want to help the practitioner avoid. Or there may be specific goals (e.g., students have ample opportunities to talk or participate during an interaction) that you want to help the practitioner keep in mind. Whatever the motivation is behind why you want the practitioner to attend to the instructional element or student responses/engagement, it is important to verbally cue the practitioner so that they are prepared before they observe the demonstration/modeling.
  • Examples of prompts a coach can use:
    • “Remember, in small group today, I am going to demonstrate the lesson cycle. I want you to look for specific parts of the lesson cycle as I demonstrate.”
    • “As I read the book today, watch for children’s signals. You may notice that some children are more engaged than others. In particular, notice how I try to draw those children back in whose attention is wandering.” 
    • “As we walk around during center time today, notice the kinds of comments I make about children’s work efforts. You may be surprised.”

Clearly articulates the steps and procedures during modeling and demonstration to draw attention to the key aspects or transitions in lessons

• Definition: The coach specifically describes and explains the key steps for implementing a specific strategy, lesson, or activity. The key steps should be explained sequentially, as the coach models/demonstrates. By verbalizing the steps and procedures, the coach helps cue the practitioner about what will or has happened. Doing so helps to break down demonstrations/modeling into “bite-sized” pieces.

Clearly articulates the steps/procedures (i.e., without demonstration) to guide the practitioner to implement practices and strategies on his/her own

• Definition: Unlike the previous competency, the coach verbalizes the steps and procedures of a strategy, activity, or lesson without demonstrating/modeling. The coach is still breaking down the implementation steps in a way that is clear and easy to follow. A coach may choose to use this strategy when the practitioner needs a reminder or quick refresher of how to implement an activity, strategy, or lesson. Or, perhaps, the practitioner may have implemented something similar in the past and does not need a very detailed demonstration of the activity, strategy, or lesson.

Engages in co-teaching in which the coach (1) joins the practitioner in planning the lesson, (2) begins the lesson by modeling and guiding the first turn, and (3) transitions to supporting the practitioner in implementing the remainder of the lesson

• Definition: The coach works side-by-side with a practitioner and engages in the following activities: lesson planning, modeling activities/strategies/lessons (with opportunities for the practitioner to try), and transitioning the remainder of the activity or lesson to the practitioner to implement. This competency is closely related to the concept of gradual release of responsibility, with the end goal of independent implementation. The coach starts by assuming a large responsibility of implementation and gradually releases the responsibility of implementing the lesson or activity to the practitioner. Throughout this process, it can be helpful for the coach to utilize other competencies related to demonstration or verbal cues so that the coach can check for understanding. All of this can be readily accomplished by working side-by-side with a practitioner. (Note, this can be done through synchronous remote coaching as well!)

Actively participates in a lesson or interaction, working side-by-side with the practitioner to offer brief demonstrations or articulation to correct the practitioner’s mistakes, misunderstanding, or missed steps during implementation

• Definition: Similar to the previous competency, a coach works side-by-side with the practitioner to step in as needed. However, this competency is less focused on following a gradual release of responsibility cycle. Rather, the coach is stepping in by correcting mistakes, misunderstanding, or missed steps as the practitioner implements an activity, strategy, or lesson. The coach may actively model/demonstrate or may provide a verbal cue to the practitioner when the coach identifies an opportunity to intervene. This can be a highly effective coaching strategy as it helps provide in-the-moment feedback. Prior to using this strategy (especially at the beginning of the coach-practitioner working relationship), coaches should verify that the practitioner is comfortable with this approach.
  • Sample prompts of what a coach can say to verify:
    • Before the lesson: “Now remember we discussed the possibility that I might step in to correct any missed steps or misunderstandings. Do you still feel ok with this?”
    • During the lesson: “Before we move on, let’s name all the animals and the sounds they make for the children. Cow says moo, horse says neigh, etc.”
    • Before the lesson: “I just want to remind you that I may jump in during your lesson to support you. Is that still ok?”
    • During the lesson: “Don’t forget to use your equity sticks. That makes it fair for all children.”

Verbalizes thought processes to help the practitioner see the logic and intent of instructional strategies and practices

• Definition: Coaches should take the time to explain the rationale, purpose, and/or key concepts of a specific activity, strategy, or practice. This can help practitioners understand why they should implement the activity, strategy, or practice. For example, a coach can explain how the activity supports the development of a specific skill. Practitioners may even be more likely to continue implementing the activity, strategy, or practice when they understand the purpose or intent behind it.

Uses brief verbal or nonverbal cues to help the practitioner recognize opportunities to make adjustments to instructional situations or interactions

• Definition: Coaches provide a quick verbal or nonverbal cue (e.g., pointing, signaling) to help the practitioner recognize an opportunity to adjust what they are doing or how they are responding to students/teachers. Sometimes, coaches may not need to use a very intensive strategy (e.g., modeling/demonstration) and can use a quick cue. This may be particularly effective in situations where the coach does not need to intervene and the practitioner simply needs some quick cues to make minor adjustments as needed.

Provides a quick explanation or cue to guide intervention and support in response to children’s signals

• Definition: In contrast to the previous competency, this competency is specifically focused on using children’s signals as a way to make adjustments to intervention or support. A coach helps the practitioner to specifically notice children’s signals (verbal or non-verbal) and use information about children’s signals as a way to either modify/adapt instruction or support for children.
  • Examples of child signals a coach may help a practitioner tune into:
    • CUE:
      • “Take a look at what Jacob is doing…”
      • “Did you hear what Tyle just asked?”
      • “Notice where Meela put her counter…”
      • “Notice that baby Austin is pointing to…”
      • “Did you see what happened when you gave the ball to Alexa instead of Brinley? What did Brinley do?”