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Once a goal has been determined and a strategy has been chosen, the teacher should have the opportunity to see the strategy in practice. In technology coaching this could look like modeling the use of the tool with the students in an instructional way. It could also be by watching a video of the strategy in action. 

One of the key steps in this stage is the coach providing modeling. The teacher will choose a modeling approach that suits their needs and set a time to observe. There are at least five different ways in which modeling can occur:

• In the classroom

• In the classroom with no students

• Co-teaching

• Visiting other teachers’ classrooms

• Watching video

Classrooms are where it all happens. We do a lot of planning and sharing outside of classrooms to prepare for teaching and learning, but since the ultimate goal of schooling is helping students achieve their potential, it’s in classrooms that you may have your greatest impact as a coach. Educators are more willing and able to enhance their practice when they feel they are supported--when they know they can trust you to support them where it is needed most, and that’s usually in a classroom (wherever or whatever that “classroom” may look like). 

Co-teaching and modeling are two methods that leverage the context of the teacher’s classroom to enhance their professional learning. One word of caution: in both methods, teachers should be active participants during the preparation and execution. You should co-plan with teachers for either situation, and teachers should have a clear role in the classroom while co-teaching and modeling is taking place, even if you are taking the lead in modeling a strategy or resource. This may include the teacher collecting data or otherwise interacting with students to better understand the impact and utility of the instruction taking place. In both settings, you are collaborators.

One impactful way to help teachers stay focused when learning something new is to collaboratively create a checklist for them to use as they are gradually released to try the strategy on their own. By creating the checklist together, they are more likely to remember the steps and understand what they are supposed to do because they had a hand in creating it. The checklist helps them prepare to take action.