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Instructional Coaching Cycles

May 18, 2024

In this resource, we feature three stories about instructional coaching from across the United States. These stories demonstrate a variety of ways educators support the professional learning of science teachers through coaching for more ambitious and equitable approaches to science education. You will also find some templates for the work that is mentioned and many links to other resources.

Developed by:
Josh Simodet and Ann Schumacher, Puyallup School District
Nathan Spencer, Wayne RESA, Michigan
Dr. Meenakshi Sharma, Mercer University

Design Considerations

  1. Focus on Small Groups: By working with teachers in small groups, coaches can provide more personalized support and address individual needs more effectively. Small group settings also promote collaboration among teachers, allowing them to learn from each other’s experiences and perspectives.
  2. Consistently Position Teachers as Learners Emphasizing that teachers are learners themselves helps create a supportive and non-judgmental environment. 
  3. Make Connections to Classroom Standards and Curriculum: It is essential to consider how equity is centered in classrooms in teachers’ districts and classrooms, to make instructional coaching relevant to their contexts.
  4. Time Considerations: Recognizing that time is a valuable and often limited resource for teachers is crucial.

Equity

Research

Related Posts

This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995