“literacy coaching” “coaching heavy vs. coaching light”


I began shifting away from light coaching about three months into my first coaching experience. Doing so was frightening. I was afraid that insisting on evidence-based goals, using formative assessment to inform our work, and saying no to requests that were not aligned to students’ needs (which was our purpose) would increase levels of resistance and decrease teachers’ willingness to engage as equal members in a collaborative relationship. None of this happened as we transitioned…