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The focus of PLN's instructional coaching program is to provide in-class support of best literacy practices across the curriculum through observations, debriefing sessions and/or collaborative teaching.  

What Does Coaching Look Like? 

  • PLN coaches observe a lesson and meet with the teacher to debrief the lesson on the same day for a maximum of 5 classrooms per day.  One to three additional teachers can participate in the observation and debriefing session if requested.   
  • The teacher sets the focus for the observation and the follow up debriefing session. For example, s/he might want the coach to observe and give feedback about how special needs learners are accommodated during the lesson. The observation notes are given to the teacher following the debriefing session and the coaching session is confidential.  
  • Coaches can also meet in hour-long grade level meetings as an alternative to classroom visits to support collaborative lesson planning.  
  • After an initial classroom visit, coaches can also engage in collaborative lesson planning and co-teaching.  

Instructional coaching is not evaluative. It is meant to be reflective and supportive of teachers' classroom implementation of PLN concepts and strategies.  

How Does Coaching Work? 

  • Coaches work with the building principal or another liaison to set up visits before coaching takes place. If there is a change in the calendar, coaches must be notified by the building principal or liaison at least 24 hours before the coaching day begins.  
  • Though we encourage teachers to volunteer to be coached, we understand that sometimes the principal can determine who will be coached.  
  • Coaches work with one school per day in order to maximize time with teachers.  PLN's coaches and PLN workshop (or course) facilitators collaborate with one another so that the visits can provide support for the implementation of PLN's workshop content and strategies.  

Workshops for Coaches

PLN’s workshops for coaches create common language and common understanding of the PLN frameworks across all curriculum areas, PreK-12. PLN facilitators support coaches so that they can mentor teachers with a focus on the effective model of engagement through The Four Lenses of Learning and The Five Reading Writing Talking Processes.

Leadership Coaching

PLN leadership coaches provide regular on-site support for the implementation, development, extension, and sustainability of the PLN frameworks (The Four Lenses of Learning and The Five Reading Writing Talking Processes.) PLN coaches collaborate with school leaders and leadership teams to assist them in articulating an action plan that integrates literacy and learning across all content areas PreK-12. 

PLN Leadership coaches act as catalysts for reflective practice by modeling the Before During After approach in support of the entire school community. 

During site visits, PLN leadership coaches might do the following:

  • Meet with the leadership team to review the status of the literacy action plan
  • Follow up with teachers participating in PLN coursework
  • Participate in non-evaluative “walk-throughs”
  • Review/analyze data with school personnel
  • Interact with instructional coaches
  • Dialogue with the building principal, assistant principals, and central office staff
  • Assist with the design/planning of literacy-related professional development sessions
  • Promote the facilitation of literacy study groups for teachers, coaches, and administrators
  • Facilitate professional learning activities for administrators, school leaders, and central office staff
  • Provide resources for staff that contribute to their understanding of and commitment to the use of literacy as a vehicle for increased student achievement.