How Protocols Enable Coaches to Gradually Release Responsibility

Just as teachers rely upon a gradual release of responsibility model to ensure effective instruction, many coaches begin moving toward similar models once they’ve established agreed-upon learning targets for their efforts with teachers. I was first introduced to this model through my study of Doug Fisher and Nancy Frey’s work and then again when I was exposed to Jeff Wilhelm’s kid-friendly version in one of my favorite texts, Reading is Seeing. As a coach, I find that protocols enable this gradual release of responsibility well.

A protocol is a process that guides conversation. Protocols provide structures that clarify our purposes, ensure equal levels of participation, and provide space for challenging discourse and decision-making to take place. Entering into a coaching relationship can be a frightening and even threatening experience for some. Protocols can be used to ensure that all stakeholders feel safe enough to do work that often demands a great deal from us intellectually, emotionally, and professionally. They can also enhance each phase of a gradual-release coaching model (an overview of the one I use with teachers is below). I’ve saved these links at Diigo to ensure that they remain current and that these lists can evolve over time in response to what I learn. Feel free to stop back and see how they evolve, and if you are willing to share the protocols that you value, please leave your thoughts in the comments section. Many thanks to the folks at the National School Reform Faculty for making their work public so that others can learn from them.