Differentiated Coaching: Fostering Reflection With Teachers

Abstract

Literacy coaches inspire teacher reflection and promote a culture of ongoing professional learning. This article illustrates the role of literacy coaches, describes how coaches differentiate support for a diverse group of teachers, and explains how teacher reflection can be a catalyst for change and professional growth. The authors, current and former coaches themselves, describe their experiences and show how their work met the varied needs of individual teachers. They suggest tools coaches can use to differentiate within the practice and describe how they used daybooks, surveys, and videotaping to foster teacher reflection. Furthermore, the authors examine how an awareness of reflection occurs during differentiated coaching.

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