BetterLesson instructional coaching is tailored to meet the professional learning needs of schools and districts, with a focus on promoting effective teaching practices and enhancing leadership capabilities. Grounded in the principles of action research and job-embedded best practices, our coaching methodology provides a highly personalized and differentiated approach for each participant, including alignment with the needs of the curriculum.
Using the “Try, Measure, Learn” approach, BetterLesson coaches guide educators through narrow, actionable shifts to establish goals, implement strategies, and evaluate outcomes in a continuous feedback loop.
Teacher Coaching: Educators collaborate with experienced instructional coaches in a safe environment. These sessions are dedicated to refining student-centered instructional practices, learning and assessing the effectiveness of new strategies, and developing plans for ongoing improvement to achieve targeted outcomes.
Leader Coaching: School and district leaders partner with experienced leader coaches to brainstorm ideas and learn new strategies for immediate implementation. Our coaches assist leaders in planning for implementation and monitoring progress towards predefined outcomes, ensuring that coaching efforts are aligned with the overall goals of the district’s professional learning initiatives.
This coaching model and support was developed for teachers, instructional coaches, and leaders implementing student-centered literacy practices.
While workshops introduce participants to ideas to build their awareness, and give them time to explore and reflect collaboratively to develop understanding, coaching is an ongoing learning experience that supports educators as they apply key ideas and helps them move closer to ownership of the curriculum and the principles it represents. Coaches and participants work towards different outcomes together, depending on the grade levels taught by the participant.
Foundational Literacy Instruction: I plan high-quality lessons for all research-based components of foundational literacy instruction that maintain high expectations for student performance.
Language Domain Instruction: I plan high-quality learning experiences that continue to develop students’ ability to elicit meaning from oral and written language by consistently providing all students access to the necessary exposure and practice with language domains* covering grade-level content.
Data-Driven Decision Making: I monitor student learning on a continuous basis by analyzing both quantitative (i.e. Screeners, student work samples) and qualitative (i.e. Student conferencing) assessment measures that identify students’ strengths and needs.
Inclusive Literacy Instruction: I cultivate an inclusive learning environment that leverages the individuality of my students’ cultural and linguistic identities through informed selection and/or development of instructional practices, materials, and resources for literacy.
Engagement and Motivation: I develop engaging learning experiences for all my students by consistently incorporating student voice and opportunities for choice in my planning and daily literacy instruction.
Differentiated Literacy Instruction: I focus on the grade level expectation when planning differentiated learning experiences that target students strengths and needs.
Comprehensive Literacy Instruction: I plan high-quality lessons for all research-based components of foundational literacy instruction (PA, Phonics, Vocabulary, Fluency, and Comprehension) that maintain high expectations for student performance.
Language Domain Instruction: I plan high-quality learning experiences that continue to develop students’ ability to elicit meaning from oral and written language by consistently providing all students access to the necessary exposure and practice with language domains* covering grade-level content.
Data-Driven Decision Making: I monitor student learning on a continuous basis by analyzing both quantitative (i.e. Screeners, student work samples) and qualitative (i.e. Student conferencing) assessment measures that identify students’ strengths and needs.
Inclusive Literacy Instruction: I cultivate an inclusive learning environment that leverages the individuality of my students’ cultural and linguistic identities through informed selection and/or development of instructional practices, materials, and resources for literacy.
Engagement and Motivation: I develop engaging learning experiences for all my students by consistently incorporating student voice and opportunities for choice in my planning and daily literacy instruction.
Differentiated Literacy Instruction: I focus on the grade level expectation when planning differentiated learning experiences that target students strengths and needs.
Comprehensive Literacy Instruction: I plan high-quality lessons for all research-based components of foundational literacy instruction (PA, Phonics, Vocabulary, Fluency, and Comprehension) that maintain high expectations for student performance.
Language Domain Instruction: I plan high-quality learning experiences that continue to develop students’ ability to elicit meaning from oral and written language by consistently providing all students access to the necessary exposure and practice with language domains* covering grade-level content.
Data-Driven Decision Making: I monitor student learning on a continuous basis by analyzing both quantitative (i.e. Screeners, student work samples) and qualitative (i.e. Student conferencing) assessment measures that identify students’ strengths and needs.
Inclusive Literacy Instruction: I cultivate an inclusive learning environment that leverages the individuality of my students’ cultural and linguistic identities through informed selection and/or development of instructional practices, materials, and resources for literacy.
Engagement and Motivation: I develop engaging learning experiences for all my students by consistently incorporating student voice and opportunities for choice in my planning and daily literacy instruction.
Differentiated Literacy Instruction: I focus on the grade level expectation when planning differentiated learning experiences that target students strengths and needs.
