In order to develop a teacher's capacity to Shift the Academic Struggle,  the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions. For example, "How did you design structures that supported students to direct their own learning and reflect upon their engagement?" 

The following resources align with the continuum:

1. Engaging All Students in Rigorous, Meaningful, Grade-appropriate Work

• • • What is GLEAM? (UnBound Ed)

    • High Leverage Practices for Students with Disabilities: 

      • • HLP 14 - Teach Cognitive and Metacognitive Strategies to Support Learning and Independence  

        • HLP 21 - Teach Students to Maintain and Generalize New Learning Across Time and Settings

        • HLP 22 - Provide Positive and Constructive Feedback to Guide Student's Learning and Behavior

2. Facilitating Learning Engagements Where Students Grapple with Complex Texts

• • Intentional Planning (UnBound Ed)

  • Grappling With Complex Texts (Achieve the Core)

3. Implementing Discourse Structures to Support Student Meaning-Making

• • Strategic Questioning

  • Deepening Student Understanding With Collaborative Discourse (Hess, 2019)

4. Designing a Student-Centered Classroom 

• • Universal Design for Learning (CAST)

See also Shifting The Academic Struggle Checklist (Developed by APS Coaching Cadre, 2021-22)

Coaching Standards Related to Shifting the Academic Struggle:

• 3.1 - Cultivates relational trust, caring, mutual respect, and honesty with individuals and groups of teachers to build ownership, solve problems, and foster teacher agency, resilience, and commitment to the success of every student. 

• 5.1 - Advances standards-aligned instruction and student learning of rigorous content by engaging teachers in ongoing teaching-coaching cycles to advance equitable learning for every student.

• 6.1 - Engages individuals and groups of teachers in developing and applying research-based knowledge, skills, and strategies to create emotionally, intellectually, and physically safe optimal learning environments for every student.

The indicator "Shifting the Academic Struggle" supports teachers' ability to ensure that students are doing the heavy cognitive thinking that is required of the standards. When utilizing discourse as an instructional move, it is imperative that teachers consider the purpose of their discourse- what type of work do they want students to gain by engaging in discourse (making meaning, critiquing)? When shifting the struggle to students, it is also critical to consider the structure that will engender the type of thinking that we are asking of students. A teacher also needs to consider the supports to allow each student to engage in productive struggle, recognizing that this productive struggle can/should look different for different students. Finally, the teacher must hold students accountable for the rigorous learning and heavy cognitive lift that is being asked of them.