Maximizing Impact: Instructional Coaching Approaches from Teachers of Multilingual Students

Outline

Participants will examine and discuss research-based and evidence-based practices in instruction for ML's, as well as in instructional coaching.
Participants will view a template of a framework to structure quality teacher-coach interactions, then enhance the template by adding sentence frames that promote language learning and development in all content areas through problem-solving, goal-setting, and collaboration.
Participants will engage with and evaluate videos of teaching scenarios, then brainstorm effective and actionable feedback in small groups.
Participants will apply new learning to their specific contexts and engage in peer-to-peer interaction to discuss potential affordances, barriers, and outcomes upon return to the school building.

Supporting research

Aguilar, E. (2020). Coaching for equity: conversations that change practice (First edition). Jossey-Bass.

Echevarría, J., Vogt, M., Short, D., & Toppel, K. E. (2022). Making content comprehensible for multilingual learners: the SIOP® model (Sixth edition). Pearson.

Knight, J. (2006). Instructional coaching: Eight factors for realizing better classroom teaching through support, feedback and intensive, individualized professional learning. The School Administrator, 63, 36-40.

Teemant, A. (2014). A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners. Urban Education, 49(5), 574–604. https://doi.org/10.1177/0042085913481362

Teemant, A., Sherman, B., & Tyra, S. (2022). Enduring Principles of Learning Research Brief: Theory and Evidence for Pedagogy, Learning, and Coaching. https://doi.org/10.13140/RG.2.2.27259.39207