Differentiate coaching support to meet teachers where they are, establish clear DLS expectations, and provide coaches additional training for consistent messaging¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The evaluators recommend that because teachers have varying experience and expertise, "coaches must meet the teachers where they are, rather than simply advocating for DLS tool use." They further recommend situating the DLS tool in the broader context to garner buy-in, differentiating support to meet teachers' diverse contexts, and providing coaches additional training to ensure consistent messaging around DLS expectations and supports to schools.

Design Implications¶

Context¶

Requirements¶

• Alignment in policies, expectations, and buy-in at the district, school, and teacher levels

Constraints¶

• The article states the reduced support model for K-1 teams may not meet all teachers' needs

Target Learners¶

• K-3 teachers in participating schools

Target Learning Goals¶

• Implementing differentiated small-group literacy instruction using assessment data

Related Strategies¶

• Peer Coaching
• Provide administrators training and support in coaching and delivering useful feedback

Examples¶

-

Key Sources¶

• Mai Chou Vang, Zareen Kasad, & Viki M. Young. (2020). Implementing and scaling Differentiated Literacy System: A case of evaluators' voices channeling outside-in and bottom-up perspectives for equity and continuous improvement. American Evaluation Association, Eval2020 Reimagined Conference. https://digitalpromise.dspacedirect.org/items/244ec2ff-be10-4063-aad1-f798a4a45369