Coaching

Coaching

To truly embed new strategies into regular classroom practice, a comprehensive professional development plan needs to be implemented. Research (Darling-Hammond, L. & Richardson, N. 2009) concludes that to be effective professional development must:

  • Provide opportunities for active, hands-on learning.
  • Enable teachers to acquire new knowledge, apply it to practice, and reflect on results with colleagues.
  • Be collaborative and collegial.
  • Be intensive and sustained over time.

Schools that utilize a consultation, collaboration, co-teaching and coaching model are more likely to have initiatives deeply grounded in the work of teachers.  

Diane has extensive experience as an instructional coach and co-teacher in inclusion classrooms. She personalizes professional learning experiences both in classrooms and with teachers. Diane works with school leaders and teachers in a variety of capacities. She is able to:

  • Facilitate co-planning sessions with teachers.
  • Offer curriculum, instruction and assessment strategies to resolve student learning issues.
  • Recommend resources, technology, and materials to highly engage learners.
  • Model effective instructional practices through co-teaching with educators in their classrooms.
  • Increase teacher effectiveness by working as an instructional coach visiting classrooms and providing descriptive feedback.
  • Work with professional learning communities facilitating and modeling lesson study.
  • Provide “shadowing” opportunities in instructional coaching for principals and teacher leaders.

Diane has extensive experience as an instructional coach and co-teacher in inclusion classrooms. She personalizes professional learning experiences both in classrooms and with teachers. Diane works with school leaders and teachers in a variety of capacities. She is able to:

  • Facilitate co-planning sessions with teachers.
  • Offer curriculum, instruction and assessment strategies to resolve student learning issues.
  • Recommend resources, technology, and materials to highly engage learners.
  • Model effective instructional practices through co-teaching with educators in their classrooms.
  • Increase teacher effectiveness by working as an instructional coach visiting classrooms and providing descriptive feedback.
  • Work with professional learning communities facilitating and modeling lesson study.
  • Provide “shadowing” opportunities in instructional coaching for principals and teacher leaders.
Darling-Hammond, L. & Richardson, N. (2009). Teacher Learning: What Matters? Educational Leadership, 66(5), 46-53.