"There are three parts (or responsibilities) to being a classroom supporter:

1. The first part is to serve as a model of effective teaching, teaching new strategies and classroom management practices.

2. The second responsibility is co-teaching. Joellen explains, “That is, going from ‘I do, we do’ to ‘you do.’ So, we do it standing together side by side.”

3. The third part of being a classroom supporter is observing, gathering data, and engaging in reflective conversations.

Each of these three parts requires planning, reflection, and debriefing. It is about building efficacy, independence, and the capacity to analyze and reflect on one’s own practice and its effect on students’ learning."

(Knight, 2020)

"At the start of a school year, teachers are often craving any and all teaching resources they can find, and a coach can really thrive on finding those resources for their teachers. This is a slippery slope, however, because although finding teacher resources is a great way to build a relationship with a teacher in the beginning, coaches need to monitor things closely so that teachers learn how to locate and evaluate resources that will improve student learning."

(Knight, 2020)