Jennifer Gershon
Instructional Coach Reflection
What does each core
principle look like in my
Core Principle
work and growth as an
instructional coach?
Trust is the basis for the
work I do as an instructional
coach. Educators need to
trust that I am an expert
learner when it comes to
literacy. They need to trust
me to help them move
forward in their practice.
Relationships
Finally, they need to trust
that my motives are sincere;
I am there to help them
which will in turn help their
students and that there is
some level of confidentiality
in the work we do together.
What are some examples of what this
looks like in my practice as an
instructional coach? (Please list 2-3
examples for each)
1. Trying and not always
succeeding​ In the lessons that I
model for teachers I need to be
willing to try something and
have it not work. When I am
willing to take a risk and learn
from the outcomes positive or
negative this serves as a model
for teachers.
2. Listening and not just talking
In meetings with teachers I
need to listen to their thoughts,
rationale, and questions. I can’t
go in with a preconceived idea
of where the meeting or
coaching session will go. I need
to hear what the teacher has to
say and allow that to guide the
work we do.
3. Asking thoughtful questions
There isn’t one right way to
approach teaching. I find that
when I ask thoughtful
questions based on what I
PLN41A Final Project
How will I know this “Core”
principle is having an impact on
the learners I serve?
I will know that I have built strong
relationships and this is having an
impact on learners because
teachers will seek out my input.
They will invite me into their
classrooms and I will frequently
hear, “What do you think?” I will
also know that I’m having an
impact because teachers will come
to me bubbling with excitement
when something goes well and as
an ear to process when something
doesn’t go as planned. Teachers
will ask administrators to attend
professional development that I
plan and sign-up when they see
that I am the one teaching a
particular professional
development course. But the
number one way I will know that
teachers feel a connection and
trust me is when I see the work
that we have done being used with
the students in their classrooms.
 observe teachers are able to
move forward. A big part of this
is being nonjudgmental.
Teachers are more invested
when they come to a conclusion
and see a connection
themselves rather than being
told what to do.

1. Google Form Exit Tickets​ At

Being learner-driven and
the end of professional
evidence informed means
development or a grade-level
that I am using different
meeting I ask teachers to give
methods to gather data on
feedback so I know what was
what my students need. As a I will know that this core principle
learned, where they still need
coach my students are the is having an impact because I will
help, and ways I can improve.
other educators in the observe changes in approaches
These exit tickets help me to
building. I use exit tickets during classroom instruction. In
plan for the future.
from professional exit tickets and in conversations
2. Observation Notes​ I use the
development and PLC teachers will be able to explain
notes I take during classroom
Learner-Driven, meetings to inform future how new knowledge has impacted
observations to help inform the
Evidence-Informed sessions. In addition, I give them and their students. I will see
work that I do with educators.
Practice educators time at the evidence of instructional changes
3. Student Assessment Data​ I use
beginning and/or end of a in student work and on
student assessment data from
meeting to share how things assessments. Finally, teachers will
standardized tests, formative
are going. This allows me to ask questions and share successes
assessments, and progress
not only hear what they have with me that shows they are
monitoring probes as pieces of
to say, but it also gives me internalizing the work I have done
evidence. I like to discuss the
the opportunity to reflect on with them.
assessments and accompanying
body language and facial
rubrics with the educators in
expressions which can also
my building to get further
provide valuable
insight as to what they think
information.
the assessment is telling them.
 1. Asking questions​ Educators are
In order to empower the
learners that I work with I
take the time to get to know
what their interests are, what
they would like to work on,
2. Give permission for failure
and what they feel is the best
way to do that.
For example, some educators
like to build background
Creating
knowledge by reading
Empowered
articles and watching videos
Learning
before trying something new.
Experiences
Others would prefer to have
me come into their classroom
to model a lesson or series of
lessons using a new or
3. Choice​ by providing choice I
modified approach. Just like
a one size fits all approach
does not work for children, it
does not work for adults
either.
often well-versed in what their
learning style is so I have
conversations with educators
that allow them to share how
they learn best. I can then craft
learning experiences,
professional development,
meetings, and coaching cycles
that use their preferred
learning style.
I will know that this has had an
teachers are often their hardest impact through exit tickets from
critics. I work to build a culture professional development
where failure is an expected sessions. When I confer with
part of the learning process. I teachers during coaching cycles I
remind teachers that they can can get a sense of how empowered
learn just as much if not more they feel based on our
from failing as from conversation and body language.If
succeeding. I also have to be ok I observe teachers willing trying
with failure and model how I new things this will be the most
learn from my own failures. clear-cut evidence that they feel
empowered.
empower educators to make
decisions about what they need
and how they want to learn. For
example, during recent
professional development I
provided options for teachers to
learn more about Universal
Design for Learning. Teachers
were given time to explore
articles, videos, and graphics to
build knowledge.
 1. Shared Learning​ During a
grade-level meeting the group
reads a current article or blog
post and discusses its I will know that this has had an
This core principle involves
implications. I read the article impact through classroom
the work that I do as a
along with teachers; they learn observations and conversations
learner. I am constantly
from my thoughts on the article with teachers. After reading an
trying to learn “for my
and I learn from them from article or watching a video I pay
students, about my students,
their thoughts. attention to the conversations that
and with my students.” I take
2. Meeting Warm-ups​ At the start I have with teachers to notice if
courses and attend
of grade-level meetings I do a they refer back to what we had
workshops. I read articles,
warm-up activity and have each learned. The same is true for
Educator as Master blogs, and professional
team member share how they classroom observations. I often
Learner books. I watch videos, and
are feeling, a “win” they’ve observe teachers using strategies
am active on Twitter as a way
recently had, or something they and ideas from articles, videos, or
to learn for my students. I
want to try in the future. This is from something I taught them
learn with my students when
a great way to get to know more that I had learned in a course or
I engage in these activities
about my learners and sets a workshop. Lastly, when teachers
alongside my colleagues.
positive tone for the meeting. post on Twitter tagging me or
Finally, I learn about my
3. PD for Me​ The learning that I using a hashtag we are using I
students by asking questions
am doing as part of this class is know that they are growing,
and having conversations.
learning for my students. I have learning, and reflecting.
already brought back ideas
from the course to the
educators I work with.