Coaching À la carte

My role at school this year as a tech coach and integrationist is new, at least formally. We had coaches before, but we never tried to implement a whole coaching program with a team of coaches per division. I haven’t had the opportunity yet to do this in person as the priorities under these circumstances have shifted to on-demand support and training and “putting fires out” for students, teachers, and even parents. 

In two days, we will be back on campus with students for the first time after precisely one year of teaching online. After such a long time, transitioning back to school creates a lot of stress for the staff, even more, when we are still not vaccinated. Coming back doesn’t mean we coaches can enter classrooms and interact with teachers as there are still many restrictions due to biosecurity safety measurements. Still, I want to be prepared for when that time comes.

The instructional coach and I were brainstorming ways to be ready when we regain some sense of normalcy, even if that means next school year. We wanted to promote what we can offer to teachers, being careful not to add more to their (already full) plates.

After the brainstorming session on “what we can offer,” we ended up with a long list of uncategorized options for teachers to choose from whenever they needed or felt ready to work with us. But this list wasn’t easy to navigate at all.

What we can do:

  • Coaching Cycles
  • PD
  • Co-planing
  • Coteaching
  • Modeling
  • Lesson structure
  • Engagement
  • Cooperative learning
  • Rigour
  • Tech integration
  • Data collecting, analyzing, and applying data
  • UDL
  • UBD
  • SBG
  • Rubrics
  • PBL
  • Inquiry
  • Differentiation, modification, accommodation, interventions
  • Student Feedback, teacher feedback
  • Observations and feedback
  • Research
  • Unit building
  • Assessment
  • Lesson Design
  • Blended Learning
  • Learning walks
  • Student training (skill, app, tool. software, platform, protocol)
  • Cross-curricular lessons
  • Parent support
  • Units, presentations, assessments, visual appearance

We decided to create categories to make it more structured.


  • Coaching Cycles
  • Blended learning
    1. Build & create relationships
    2. Identify priority standards
    3. Create assessments as a performance task
    4. Design learning experiences
    5. Document student journey
  • Data
    1. Analyzing
    2. Applying
    3. Organizing
    4. Including
    5. Documenting
  • Cooperative Team Work
    1. Engagement
    2. Cooperative learning
    3. Grouping
    4. Norms and protocols
    5. Accountability
    6. SBG
    7. Co-planning
    8. Coteaching
    9. Modeling
    10. Department support
    11. Learning Walks
    12. Unit building
  • Assessment
    1. Differentiation, modification, accommodation, interventions
    2. Units, presentations, assessments, visual appearance
    3. Authentic
    4. SBG
    5. UBD
    6. Cross-curricular
    7. Choice
    8. Rigor
    9. Formative and Summative
  • Lesson Structure
    1. Flipped Classroom
    2. Choice Boards
    3. Unit design
    4. Modern Classrooms
    5. Self-paced
    6. Accountability
    7. Asynchronous/Synchronous
    8. Engagement
    9. Differentiation, modification, accommodation, interventions
    10. Protocols and norms
    11. Timing
  • Feedback
    1. Teacher observation
    2. Student observation
    3. Feedback and action plan
  • Marzano High Yield Strategies
    1. Identifying similarities and differences
    2. Summarizing and note-taking
    3. Reinforcing effort and providing recognition
    4. Homework and practice
    5. Non-linguistic representations
    6. Cooperative learning
    7. Setting objectives and providing feedback
    8. Generating and testing hypotheses
    9. Cues, questions, and advance organizers
  • School Initiatives
    1. Inquiry
    2. UDL
    3. UBD
    4. PBL
    5. Responsive Classroom
    6. MTSS
    7. SBG
    8. SRI
  • Interventions
    1. Reading
    2. Writing
    3. Math
    4. Behavior
  • Technology
    1. Engagement
    2. Tech integration
    3. PD
    4. Differentiation
    5. Student/Parent/teacher training

Creating categories helped us refine our offering, but the visual still wasn’t useful.

I have always been passionate about design. It doesn’t necessarily mean I am good at it, but I have learned how to do a decent job. As educators, this is a great skill to have, and under virtual scenarios, visuals gain even more relevance.

COETAIL made me aware of the importance of design, visual structure, colors, and more when going through our Visual Literacy course. Since then, I always think of ways to improve the way I present information.

The list was an excellent opportunity to put all this into practice and create an infographic that presents this information in a more appealing and easy-to-digest format.

Here is the final result: our Coaching Menu.