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AccessibilityEquity, Diversity, InclusionGood TeachingInstructional CoachingSpecial Needs

Creating Inclusive Classrooms with UDL and Differentiation

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

Are you looking to reach every student in your diverse classroom? Do you sometimes feel overwhelmed trying to meet the varied needs of all your learners? You’re not alone. Many educators face this challenge daily. The good news is that Universal Design for Learning (UDL) and Differentiation offer powerful solutions. These approaches can help you create a learning environment where every student has the opportunity to thrive. Let’s explore how these strategies can transform your teaching and make your classroom more inclusive and effective for all learners.

Understanding UDL and Differentiation

Universal Design for Learning (UDL) Differentiation
Definition: A proactive approach to designing inclusive learning experiences Definition: A responsive approach that tailors instruction to meet individual student needs
Analogy: Building a ramp instead of stairs – accessible for everyone from the start Analogy: Customizing the interior of a building to suit specific requirements
Key Principles:
  • Spark interest and motivation for learning
  • Present information in various ways
  • Provide different ways for students to show what they know
 Areas for Differentiation:
  • Content: Adjust what students learn
  • Process: Modify how students learn
  • Product: Vary how students demonstrate learning
  • Learning environment: Change where and with whom students learn
Timing: Implemented during lesson planning, before instruction begins Timing: Applied during instruction, in response to observed student needs
Focus: Designing a flexible curriculum that can accommodate diverse learners Focus: Adapting teaching methods to address specific student strengths and challenges

Why Use UDL and Differentiation Together?

Universal Design for Learning and Differentiation, while powerful on their own, become even more effective when used in tandem. By combining these approaches, educators can create a learning environment that is both proactively designed to be accessible and responsive to individual student needs. This synergy allows teachers to address the diverse learning needs of their students more comprehensively than either approach could achieve alone. The flexibility of UDL provides a foundation that makes differentiation easier to implement, while the targeted nature of differentiation helps fine-tune the inclusive framework established by UDL principles.

Combining these approaches creates a powerful toolkit for inclusive education:

  • UDL sets the stage for accessibility
  • Differentiation fine-tunes the learning experience
  • Together, they address both group and individual needs

Implementing UDL and Differentiation in Your Classroom

STEP 1:
Start with UDL		 STEP 2:
Apply Differentiation
Design diverse materials:
  • Create digital presentations with text and audio
  • Provide physical models for hands-on learners
  • Include videos with captions
  • Offer choice in assessment methods
 Assess ongoing needs:
  • Monitor student progress regularly
  • Identify specific learning gaps
  • Recognize individual strengths and challenges
Plan for engagement:
  • Incorporate interactive simulations
  • Use multimedia resources
  • Develop collaborative projects
 Adjust instruction:
  • Form flexible groups based on needs
  • Provide tiered assignments
  • Offer one-on-one support when necessary

Practical Tips for Success

Implementing UDL and differentiation in your classroom doesn’t have to be overwhelming. By starting small and gradually expanding your approach, you can create a more inclusive learning environment over time. The following tips are designed to help you integrate these strategies into your teaching practice effectively and sustainably. Remember, the goal is progress, not perfection. As you experiment with these techniques, you’ll discover what works best for you and your students, leading to a more dynamic and responsive classroom.

  • Begin with small steps: Implement one UDL principle or differentiation strategy at a time
  • Use technology wisely: Explore assistive tools and adaptive software
  • Collaborate with colleagues: Share ideas and resources
  • Gather feedback from students regularly: Use their input to refine your approach
  • Conduct ongoing assessments: Inform your differentiation decisions with current data
  • Practice flexible grouping: Mix whole class, small group, and individual instruction
  • Reflect and adjust: Evaluate your strategies and be willing to make changes

Overcoming Common Challenges

While implementing UDL and differentiation can greatly enhance your teaching, it’s natural to encounter some obstacles along the way. Recognizing these common challenges is the first step in addressing them effectively. The following strategies can help you navigate potential hurdles, ensuring that you can successfully integrate these approaches into your classroom practice, regardless of constraints or limitations.

  • Time constraints: Build a resource bank over time and start small, gradually expanding.
  • Limited resources: Advocate for professional development and seek out free online tools and materials.
  • Large class sizes: Implement peer tutoring and use station rotation models.
  • Balancing individual needs with standards: Focus on core concepts and provide multiple paths to meet objectives.

Taking Action in Your Classroom

Now that you’re familiar with UDL and differentiation, it’s time to put these concepts into practice. Remember, transforming your classroom into a more inclusive learning environment is a journey, not a destination. Start with small, manageable steps and gradually build on your successes. The following action steps will help you begin implementing these strategies in your classroom, allowing you to see firsthand how they can benefit your students and enhance your teaching practice.

  1. Analyze your current teaching approach: Identify areas where you’re already using UDL or differentiation and spot opportunities for improvement.
  2. Set realistic goals: Choose one UDL principle to focus on this week and select a differentiation strategy to try in your next lesson.
  3. Measure your progress: Keep a teaching journal and ask for student feedback.
  4. Share your experiences: Discuss successes and challenges with colleagues and contribute to professional learning communities.

Remember, creating an inclusive classroom is an ongoing process that requires patience, flexibility, and a willingness to learn. Every step you take towards implementing UDL and differentiation is a step towards better serving all your students. As you continue to refine your practice, you’ll likely find that these approaches not only benefit your students but also reinvigorate your own passion for teaching. The diverse strengths and needs of your students can become a source of creativity and innovation in your instructional methods.

Are you ready to transform your classroom? Start by choosing one strategy from this post to implement in your next lesson. Whether it’s a UDL principle or a differentiation technique, take that first step towards creating a more inclusive learning environment. Share your experiences, celebrate your successes, and learn from the challenges. Together, we can create classrooms where every student has the opportunity to thrive and reach their full potential.

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A classroom of middle school students working in small groups at different stations, with a teacher assisting students in the background
Classroom ManagementGood TeachingInstructional Coaching

Maximize Student Engagement with Station Rotation Models

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

As educators, we’re constantly seeking innovative ways to engage our students and maximize learning outcomes. One method that offers a fresh, dynamic approach is the station rotation strategy. Having used centers in elementary school and successfully adapted them for secondary students, I’ve found this method to be highly effective across all grade levels—with some adjustments to accommodate older students’ preferences and learning styles.

Station rotations involve dividing your class into small groups that move through various activities, such as teacher-led instruction, independent work, collaborative tasks, or technology-based learning. This approach goes beyond simply breaking up the routine; it creates an environment where students are actively engaged, moving, and interacting with diverse learning experiences. Whether you’re new to this concept or looking to refine your practice, this guide will walk you through the essentials of implementing effective station rotations in your K-12 classroom.

Why Try Station Rotations?

For teachers who haven’t yet incorporated centers into their classrooms, you might wonder if it’s worth the effort. The benefits are substantial:

  1. Differentiate instruction: Station rotations allow you to tailor activities to meet each student’s specific needs. You can offer challenging work to advanced learners while providing extra support to those who need it—all simultaneously.
  2. Increase engagement: Keeping students moving and working in smaller groups helps maintain their attention. They’re more likely to stay focused and participate when actively involved in a variety of activities.
  3. Use time and resources efficiently: With multiple stations running concurrently, you’re maximizing both your time and classroom resources. While one group works directly with you, others can tackle independent or tech-based tasks, ensuring that everyone remains productive.

Station rotations aren’t just about breaking up monotony — they’re a strategy to meet students where they are and keep them engaged in meaningful learning.

Station Rotation Frameworks

There’s no one-size-fits-all approach to the station rotation model. Depending on your teaching style and your students’ needs, you can experiment with different frameworks to keep your classroom running smoothly. Here are three options to consider:

1. Fixed-Time Rotations

This straightforward and structured approach involves students rotating between stations at set intervals, usually dictated by a timer. It’s easy to manage and predict, making it ideal for teachers new to using centers.

How to implement Fixed-Time Rotations:

  • Set up 3-4 stations around your classroom, each with a different task (e.g., teacher-led instruction, independent practice, technology-based learning, collaborative activities).
  • Determine the time needed for each station (start with 10-15 minute rotations).
  • Use a timer to signal the end of each station.
  • Maintain structure by keeping station materials organized and providing clear instructions at each station.
  • Reflect and adjust after a few rounds, paying attention to timing and task difficulty.

2. Flexible Rotations

In this model, students move between stations based on task completion rather than a set timer. This allows students to work at their own pace, promoting independence and accommodating different learning speeds.

How to implement Flexible Rotations:

  • Design tasks of varying lengths and complexity.
  • Set clear expectations and goals for each station.
  • Monitor progress closely, using formative assessment techniques.
  • Plan for flexibility by having extra or optional activities ready.
  • Create a system for smooth transitions between stations.
  • Balance flexibility with accountability to ensure task completion.

3. Choice-Based Rotations

This model gives students more ownership of their learning by allowing them to choose which station to visit and in what order. Using a choice board can help structure this approach effectively.

How to implement Choice-Based Rotations:

  • Create a choice board with various activities aligned to learning goals.
  • Provide clear expectations for the number of stations students must complete.
  • Allow flexibility in the order of task completion.
  • Monitor pacing to ensure appropriate progress through stations.

Tips for Success

To make the implementation of station rotations smoother for both you and your students, refer to the Station Rotation Implementation Checklist that I put together for you. And, if implementing stations into your classroom seems daunting, remember these five tip:

  1. Start Small and Simple: Begin with 2-3 stations to focus on getting the basics down.
  2. Establish Clear Routines and Expectations: Take time to explain and practice procedures for transitions and station activities.
  3. Plan Purposeful Activities: Ensure each station has a clear purpose aligned with your learning goals.
  4. Prepare Detailed Instructions and Materials: Provide step-by-step instructions at each station to promote independent work.
  5. Be Flexible and Patient: Expect some initial challenges and give yourself grace as you fine-tune the process.

Incorporating station rotations into your classroom can transform your instructional approach, increasing student engagement and meeting diverse learning needs. Whether you’re just starting or looking to refine your practice, these models offer flexible and effective ways to maximize your instructional time.

Remember to start small, stay patient, and gradually expand as both you and your students become more comfortable with the routine. By embracing this research-based approach, you’ll create a dynamic and student-centered learning environment that promotes growth, independence, and deeper understanding.

Station rotation frameworks
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Instructional CoachingLeadershipProfessional Learning

Leveraging Interactive Agendas for Enhanced Collaboration in PLCs

by Julie Mullennix
written by Julie Mullennix

Professional Learning Communities (PLCs) are an integral part of the educational landscape, fostering collaboration among educators to improve teaching practices and student outcomes. However, the effectiveness of PLCs can vary significantly based on how they are organized and run. One powerful tool to enhance collaboration during these sessions is the use of an interactive agenda. Discover how this dynamic tool can align instructional practices to be more student-centered, ensuring a focused approach on learning and addressing the four key questions of PLCs. By leveraging interactive agendas, educators can foster collaboration, enhance engagement, and ultimately improve student outcomes.

What is an Interactive Agenda?

An interactive agenda is a live, editable digital document that outlines the topics to be discussed during a meeting but also allows for real-time collaboration and input from all participants. Unlike traditional static agendas, which are typically prepared by a single person and followed rigidly, interactive agendas can be edited, commented on, and updated by everyone involved, fostering a more inclusive and engaging PLC environment.

Benefits of Using Interactive Agendas in PLCs

1. Enhanced Participation

Interactive agendas encourage all members to contribute both before and during the meeting. Facilitators can solicit input on agenda items ahead of time, ensuring that the topics covered are relevant and of interest to the group. During the meeting, participants can add comments and suggestions directly into the agenda, leading to richer discussions and more diverse viewpoints centered around student learning and outcomes.

2. Improved Organization

With an interactive agenda, teams can easily keep track of meeting notes, action items, and follow-up tasks. Most digital platforms that support interactive agendas, such as Google Docs or Microsoft Teams, offer features like real-time editing, version history, and task assignment, which help to maintain clarity and accountability.

3. Real-Time Collaboration

Interactive agendas allow for synchronous collaboration, meaning that all participants can engage with the content simultaneously. This real-time interaction can spark spontaneous brainstorming sessions and immediate feedback, making the meetings more dynamic and productive.

4. Increased Accountability

By documenting discussions and decisions within the interactive agenda, it becomes easier to track who is responsible for specific tasks and follow-up items. This transparency helps ensure that everyone is held accountable for their contributions and commitments, leading to more effective implementation of agreed-upon actions.

5. Accessibility and Inclusivity

Digital interactive agendas are easily accessible to all participants, regardless of their physical location. This is particularly beneficial for PLCs that include members from different schools or departments. Moreover, features like screen readers and text-to-speech can support participants with disabilities, making the meetings more inclusive.

Best Practices for Implementing Interactive Agendas

1. Choose the Right Platform

Select a digital tool that is user-friendly and supports real-time collaboration. Google Docs, Microsoft Teams, and Trello are popular options that offer robust features for creating and managing interactive agendas.

2. Set Clear Expectations

Ensure that all participants understand how to use the interactive agenda and what is expected of them. Provide guidelines on how to add items, make comments, and track tasks.

3. Solicit Input Ahead of Time

Invite participants to contribute to the agenda before the meeting. This can be done through a shared document or a survey. Early input ensures that the agenda reflects the group’s priorities, voice and interests.

4. Facilitate Active Participation

During the PLC session, encourage everyone to engage with the agenda. Use features like commenting, highlighting and inputting data to draw attention to key points that foster discussions centered around student-learning outcomes.

5. Document Outcomes

At the end of the meeting, summarize the key takeaways and action items within the interactive agenda. Assign tasks to specific individuals and set deadlines to ensure follow-through.

Interactive Agendas in Action

Interactive agendas are a powerful tool for enhancing collaboration and accountability in PLCs. By fostering real-time participation, improving organization, and increasing accountability, they can transform meetings into more productive and engaging experiences that align with the 4 Questions of PLCs and focus on student learning. As educators continue to seek ways to improve their practices and student outcomes, leveraging interactive agendas can be a game-changer for professional learning communities.

Join Us at TCEA 2025

Looking to level up your leadership and coaching skills? Join us at at the 2025 TCEA Convention & Exposition for more hands-on tips and tricks to take your team to the next level.

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Educational ResearchInstructional CoachingProfessional Learning

The Value of Coaching Educational Leaders

by Kelly Hastings
written by Kelly Hastings

As educational leaders, principals bear the responsibility of shaping the culture, strategy, and success of their schools. With an increasing focus on student outcomes, teacher effectiveness, and overall school performance, the role of school leaders has grown exponentially in complexity. One approach that has consistently demonstrated its value in this challenging environment is Leadership Coaching. Leadership Coaching empowers educational leaders to enhance their leadership skills, make better-informed decisions, and create a more collaborative school culture. Let’s walk through the value of coaching educators and dive into top resources and practices to help educational leaders thrive.

Why Educational Coaching Matters

In many school districts, leaders are expected to juggle competing priorities – improving instructional outcomes, managing administrative tasks, addressing the needs of teachers and students, and many others. They may have directives coming at them from many different directions. These demands can lead to burnout or stagnation without the right support system. This is where Leadership Coaching comes in. Leadership Coaching provides a structured and safe space for reflection, growth, and accountability. It helps leaders become more self-aware, leverage the strengths of their team, and create ideas for school improvement.

Coaching allows educational leaders to:

  • Develop stronger self-awareness: Understanding their leadership style, strengths, and areas for growth helps principals lead more authentically and effectively.
  • Improve decision-making: Coaches offer a sounding board for principals to discuss challenges and brainstorm solutions, leading to more informed, strategic decisions.
  • Enhance collaboration with staff: A principal who has been coached to foster collaboration is more likely to build strong teacher leadership teams, contributing to a positive and productive school environment.

Tips for Effective Coaching

1. Set Clear Goals: Effective coaching begins with clear, measurable goals. Whether it’s improving teacher collaboration, raising student performance, or leading new initiatives, goal-setting provides direction and purpose.

2. Establish Trust: Building a strong rapport is essential in the coaching relationship. Leaders must feel safe to express their challenges without fear of judgment. Establishing trust leads to more honest, open conversations that drive growth.

3. Create Accountability: Coaches serve as accountability partners, ensuring that leaders are following through on their commitments. Regular check-ins and discussions keep momentum going.

4. Celebrate Successes: Highlighting small wins helps maintain motivation and reinforces the positive outcomes of coaching. Acknowledging progress, even in incremental steps, is crucial to long-term success.

Best Practices for Coaching Educational Leaders

  • Promote Self-Reflection: Encouraging principals to reflect on their practices leads to deeper learning and sustained improvement. Asking powerful questions such as, “What impact did your decision have on your staff and students?” sparks introspection and growth.
  • Focus on Systems Thinking: Educational leaders need to think systematically about their schools. Coaching helps them move from focusing on isolated issues or the hourly fires that arise to addressing how various elements (instruction, culture, teacher development, student achievement) connect and influence each other.
  • Model Effective Leadership: Coaches often model the leadership behaviors they aim to instill in their clients. By demonstrating empathy, active listening, and clear communication, coaches give principals a working example of how to lead and listen effectively.

 Technology Tools for Coaching and Leadership Development

In today’s digital age, integrating technology to improve the value of coaching can be a game-changer. There are several technology tools available that can support educational leaders in their coaching journey:

  • Zoom or Microsoft Teams: Virtual coaching sessions allow for flexibility and access to high-quality coaching, regardless of location.
  • Asana or Trello: These project management tools help track progress, manage action steps, and keep everyone accountable. Coaches and leaders can share updates, checklists, and progress reports in real-time.
  • SurveyMonkey or Google Forms: Conducting feedback surveys with staff and students can provide leaders with valuable insights that inform coaching conversations and drive better decisions.

Methods and Strategies for Coaching Success

1. Solution-Focused Coaching: Rather than dwelling on problems, solution-focused coaching encourages leaders to identify their desired outcomes and focus on strategies to achieve them. This method fosters optimism and actionable steps.

2. Active Listening and Questioning: A coach’s ability to listen deeply and ask insightful, open-ended questions allows leaders to explore their thoughts more fully. For example, asking, “What would success look like for you in this situation?” encourages deeper reflection and ownership.

3. Collaborative Leadership Development: Encouraging leaders to involve their staff in leadership development fosters a culture of shared ownership and continuous improvement. Collaboration can take the form of regular feedback loops, group problem-solving sessions, or even shared leadership responsibilities.

Research Supporting Coaching in Education

Research consistently shows the benefits of coaching for educational leaders. According to a study by The Wallace Foundation, principals who received coaching showed significant improvements in instructional leadership, which directly impacted teacher effectiveness and student outcomes. The research emphasizes that coaching should be ongoing and embedded in a leader’s work for long-term effectiveness.

Another study from the American Institutes for Research (AIR) found that leadership coaching significantly improved leaders’ capacity to implement and sustain new initiatives, which is particularly important for schools undergoing transformation or innovation. The study highlighted that coaching also improves school culture by increasing collaboration between principals and teachers.

Learning the Value of Coaching Educators

Setting time aside to reflect with a thinking partner yields tremendous growth. Coaching educational leaders empowers principals to lead with confidence, collaborate with their staff, and drive lasting, meaningful change in their schools. Whether through building self-awareness, improving collaboration, or leveraging technology tools, coaching offers a powerful pathway to growth and, ultimately, success.

As a former principal, I was provided the opportunity to be coached. I had no idea what it meant at the time, but I can tell you it helped me grow more than anything else I did in  my career.  I was better able to see the impact of my actions, and had a better big-picture perspective. Leadership Coaching transformed my leadership. It deepened my self-awareness, enhanced my decision-making, and fostered a stronger, more collaborative relationship with my staff. The guidance I received helped me navigate challenges confidently and create lasting improvements in my school’s culture and outcomes. I realized I didn’t have to have all the answers myself, but that the answers were truly in the room. Leadership Coaching allowed me to see this with clarity. I grew, and so did my teachers and students.

Join Us at CEC 2024

Did you find this article helpful? Discover more tips for coaching success at the 2024 Conference for Educational Coaches in person and online!

Join us to attend a session by Dr. Kelly Hastings, “Coaching for Educational Leaders: Achieving Desired Outcomes by Supporting Teachers” during the event to learn about the value of coaching and the impact supporting educators can have on students.

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Curricular StandardsDigital LiteracyInstructional CoachingLeadership

TCEA ELEs: Essential Learning Expectations

by Miguel Guhlin
written by Miguel Guhlin

Wish you had an easy to understand and apply set of expectations for technology in education? The Texas Computer Education Association (TCEA) has you covered. We’ve introduced Essential Learning Expectations (ELEs) to guide educators in preparing students for the modern world. Let’s explore briefly how these ELEs can transform professional learning in schools.

Embracing Technology Integration

Technology integration is a cornerstone of the TCEA ELEs. Teachers are expected to seamlessly incorporate technology into their practices, including the use of AI tools to enhance student learning. TCEA offers student AI literacy frameworks, as well as a specific ELE for AI in Education.

Classroom Scenario: Mrs. Rodriguez uses AI-powered writing assistants in her English class. “By integrating these tools, students not only improve their essays but also learn to critically evaluate AI-generated content,” she explains.

Did You Know?
TCEA is available to provide professional learning on the topics covered in the TCEA Essential Learning Expectations. You can also access a list of TCEA ELEs aligned online, self-paced courses.

Fostering Digital Literacy

The ELEs emphasize the importance of digital literacy, particularly in evaluating online information and combating misinformation.

Classroom Scenario: Mr. Chen guides his students through a fact-checking exercise. “We’re learning to verify online sources and recognize credible information. It’s crucial in today’s digital age,” he notes.

Please align this curriculum chapter with the TCEA ELEs for instructional coaches.
Give the TCEA ELEs Alignment Assistant a try. It will align what you give it to the TCEA ELEs. Try it now

Promoting Inclusive Learning Environments

Creating inclusive classrooms that respect diversity is a key focus of the ELEs.

Classroom Scenario: Ms. Thompson implements culturally responsive teaching methods. “By valuing diverse backgrounds, we create an environment where all students feel engaged and motivated to learn,” she shares.

Essential Learning Expectations

The TCEA Essential Learning Expectations (get the PDF or align your documents to TCEA ELEs) provide a comprehensive framework for educators to create engaging, effective, and inclusive learning environments. By focusing on technology integration, digital literacy, and inclusive teaching, these ELEs prepare students for success in an increasingly complex world.

Guided Activities

Take a peek at how classroom learning aligns to an Essential Learning Expectation:

ActivityDescriptionTarget AudienceAligned ELE
AI Writing WorkshopIntroduce AI writing tools and discuss their impactHigh School StudentsTeacher ELE 1.0 Tech Integration, Student ELE 1.0 Tech Savvy, Education AI ELE 3.0 AI-Enhanced Learning
Digital Fact-Checking ChallengePractice verifying online informationMiddle School StudentsTeacher ELE 2.0 Digital Literacy, Student ELE 2.0 Online Safety, Education AI ELE 4.0 AI and Critical Thinking
Cultural Diversity ProjectCreate presentations celebrating different culturesElementary StudentsTeacher ELE 3.0 Inclusive Teaching, Student ELE 3.0 Collaborative Learner

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TCEA EIIR Coaching Cycle
Good TeachingInstructional CoachingLeadership

Introducing a Research-Based Coaching Cycle: TCEA EIIR

by Miguel Guhlin
written by Miguel Guhlin

Boost Teacher Growth with the TCEA EIIR Coaching Cycle

Doing what we can to improve as educators remains a top priority. Our aim is to enhance student learning outcomes as we work on ourselves using research-proven instructional coaching methods. That’s where TCEA’s EIIR Coaching Cycle comes in. This cycle provides a structure that coaches and teachers can use to collaborate as they set meaningful, relevant goals. What’s more, it also relies on evidence-based strategies. Let’s explore the five phases of effective coaching and then get into the four stages of this coaching model.

Looking to level up your educational coaching skillset?

Fuel your passion for teacher development with TCEA’s Instructional Coach Certification! Dive into coaching cycles, tech tools, communication, and more with this carefully crafted course, designed specially for educational coaches like you.

While many coaching models follow a traditional five-phase approach of Assessment and Goal Setting, Planning and Action, Implementation, Reflection and Evaluation, and Adjustment and Revision, TCEA offers an innovative four-stage cycle that streamlines these phases for maximum impact. The TCEA EIIR Coaching Cycle combines elements of these traditional phases into a more focused, research-based approach.

It begins with Empower and Engage, which encompasses assessment and goal setting. The Investigate and Innovate stage blends planning and initial implementation. Implement and Improve focuses on ongoing implementation and real-time adjustments. Finally, Reflect and Realize combines reflection, evaluation, and planning for future growth. This structure provides a comprehensive yet efficient framework for instructional coaching that aligns with established best practices while offering a fresh, targeted approach to educator development.

Digging Into the TCEA EIIR Coaching Cycle

Let’s take a moment to dig into the EIIR Coaching Cycle and define each of the key elements of the RISE goal-setting framework.

1) Empower and Engage. In this stage, the coach and teacher build trust and partnership. They set a clear, meaningful student learning goal together. This goal should follow the RISE framework — it should be relevant, impactful, specific, and energized.

2) Investigate and Innovate. In this stage, the coach and teacher learn and plan. They look at student data to better understand students’ learning needs. Then they gather more data to see progress and make changes as needed.

3) Implement and Improve. At this stage, the teacher and coach are teaching and adjusting. The teacher tries out planned strategies with the coach’s support. They continue to gather more data, adjusting as needed.

4) Reflect and Realize. In this reflect and grow stage, the coach and teacher review student growth data. They reflect together on what worked, identifying areas for improvement. They use their insights to guide teacher’s ongoing professional growth and plan learning opportunities that are relevant to supporting that growth.

Self-Assessment

Since reflection is a key component of growth, use this self-assessment to ask yourself, “Where am I on the continuum for each of these stages? How open am I to receiving coaching feedback?” Then put a mark where you see yourself.

On the back side of the paper, consider the following sentence starters for each stage of the cycle.

Stage 1: Empower and Engage

Trust, mutual respect, and shared purpose are the foundations of a coaching relationship. It is critical that the coach and teacher build a collegial relationship. Together, they will develop a RISE goal:

  • Relevant. The goal fits what the teachers needs to grow and help students learn. It captures the most important things the teacher needs to work on.
  • Impactful. Achieving the goal leads to big changes in student learning that are measurable.
  • Specific. The goal focuses on one thing and says exactly what to do so it is assessable.
  • Energized. The goal connects to what the teachers cares about.

For example, a fourth grade science teacher and coach might set the following RISE goal.

“Over the next quarter, I will implement inquiry-based science activities in my lessons. This will result in at least 80% of my students demonstrating proficiency in scientific reasoning skills. I will measure this through the use of formative assessments.”

Let’s take a look at the next stage, Investigate and Innovate.

Stage 2: Investigate and Innovate

In this stage, the focus is on learning and planning. Both the teacher and coach analyze student data to better understand the current learning needs. They will examine student work and assessment data and make classroom observations as they work together to identify areas of growth.

Once they have done that, they make a plan to implement innovative instructional strategies. These could be strategies that engage in flexible grouping aligned to Surface, Deep, and/or Transfer Learning.

In the science example of scientific reasoning, the coach and teacher might co-plan. This co-planning would include a series of hands-on investigations aligned to state standards and blending in questioning techniques. They would plan to model scientific reasoning for students.

Stage 3: Implement and Improve

After co-planning, the teacher puts the plan to work with the coach present to offer support. This support comes in the form of classroom visits for modeling and co-teaching. It could also include real-time feedback.

This results in monitoring and adjusting. The science teacher and coach might analyze student work from the inquiry lessons. They would applaud any success, and target support for struggling students.

Explore these vignettes illustrating each stage of the cycle:

Stage 4: Reflect and Realize

In this final stage, both the coach and teacher measure the impact of their work. They do this by:

  • Examining post-assessment data
  • Reflecting on student growth in relation to the RISE goal
  • Engaging in reflective dialogue to surface insights
  • Identifying professional learning gains, and
  • Pondering next steps

For example, the science teacher might celebrate that 85% of her students demonstrated proficiency. She would reflect on how the coaching process assisted her in facilitating student-driven scientific inquiry. She might decide to set a new goal, like integrating science notebooks as a tool to deepen student reasoning.

The TCEA EIIR Coaching Cycle

The goal of this tool is to assist coaches in better helping teachers. The RISE goal-setting framework focuses all efforts on being student-centered, and achievement oriented.

While this example focused on science, the model is equally applicable across grade levels and content areas. If you want to maximize instructional coaching efforts at your school, you can adopt the TCEA EIIR Coaching Cycle at no charge, or sign up now for TCEA’s Instructional Coaching Certification course to learn more. Upon enrollment, you’ll gain access to all the digital versions of the documents in this blog entry, as well as extensive instruction and support in improving your coaching process. What’s more, you get access to a free ebook on instructional coaching.

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An image that says "Human Bingo" and contains a sample bingo card.
Back to SchoolGood TeachingInstructional Coaching

Human Bingo: A Fun and Effective Icebreaker

by Diana Benner
written by Diana Benner

Human Bingo is a fun and effective icebreaker activity that fosters connection and learning. Whether you’re an administrator, instructional coach, or a teacher, this simple game can transform your next professional development session or classroom activity. Let’s explore how this simple game can be a valuable tool for building a positive and interactive environment.

What is Human Bingo?

Human Bingo is a game where each participant has a bingo card filled with various statements or characteristics. The objective is to find individuals who match these statements and have them sign the corresponding squares. The first person to complete a row, column, or diagonal yells “Bingo!” and wins the game. This activity can be tailored to suit any age group or subject matter, making it a great fit for diverse classroom settings.

Benefits for Educators and Students

Image of a Human Bingo game that includes sample statements.
Image by Author, adapted from a Canva template by Krizzia
Click on image to get the template.

Human Bingo has many benefits for both educators and students alike. Human bingo:

  1. Breaks the ice: It’s a perfect way to break the ice at the beginning of the school year. It helps teachers and students get to know each other in a fun and relaxed manner.
  2. Builds rapport: Human Bingo encourages participants to interact with people they might not typically approach. This will help foster new connections among staff or students.
  3. Increases engagement: The game’s active nature gets everyone moving and talking. It energizes the room, which will help set a positive tone for further activities.
  4. Reveals hidden talents: Carefully crafted prompts can uncover unexpected skills or experiences within your team or class. It also helps identify common interests.
  5. Is adaptable for all ages: With appropriate prompts, this game works well for both adult professionals and students of various grade levels.

How to Play Human Bingo

Below are instructions on how to play human bingo.

  1. Create Bingo Cards. Develop bingo cards with statements that are relevant to your staff or students. For example, statements like “Has traveled to another country,” “Plays a musical instrument,” or “Loves science fiction movies.” If you are looking for a Bingo template, check out Canva, Bingo Card Generator, or Flippity.
  2. Distribute Cards: Give each staff or student a bingo card.
  3. Explain the Rules: Instruct your staff or students to circulate around the room and find peers who match the statements on their cards. Each matching person should sign the corresponding square.
  4. Set a Time Limit: Allow a set amount of time for the activity, typically 15 minutes.
  5. Announce the Winner: The first person to get a complete row, column, or diagonal shouts “Bingo!” and is declared the winner. You might want to consider giving small prizes to add an element of excitement.

Tips for Creating an Effective Human Bingo Game

To create an effective human bingo game, tailor the statements to your audience and goals. For example, for a teacher workshop, include items like “Has taught in another state” or “Uses project-based learning in their classroom.” If using it in the classroom with your students, tailor the statements to your students. This will ensure that the activity is both engaging and relevant.

You could also adapt the game to review content. For example, use statements related to historical events, vocabulary words, or scientific concepts. In addition, you could use the game to introduce your lesson’s objectives. This way, you can seamlessly transition into your main content after the game is over.

Be sure to encourage interaction. Remind staff and students to introduce themselves and share a little about their interests. This will help them make meaningful connections. Furthermore, you could allow time to debrief after the game to discuss interesting discoveries and how they might inform future collaboration.

Human Bingo is more than just a game – it’s a powerful tool for breaking the ice, fostering connections, and setting the stage for collaborative learning. By incorporating this activity into your professional development sessions or classroom routines, you’ll create an atmosphere of curiosity and openness that can enhance the overall learning experience. So why not give Human Bingo a try at your next gathering? You might be surprised at the connections and insights that emerge from this simple yet effective icebreaker.

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Hersey-Blanchard Model
CommunicationInstructional CoachingLeadership

Revolutionize School Leadership with the Hersey-Blanchard Model

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

As an educational leader, have you ever been frustrated when your go-to leadership approach doesn’t work with certain teachers? Imagine using a motivational strategy that was successful with an enthusiastic new hire, only to find it falls flat with a veteran teacher. Or using a hands-off approach with a usually reliable educator who suddenly struggles with a new curriculum. If these scenarios sound familiar, you’re not alone. The truth is, there’s no one-size-fits-all approach to leading teachers. This is where the Hersey-Blanchard Situational Leadership Model comes in.

This powerful framework can transform how you support and develop your teaching staff, and offers a flexible, intuitive approach that adapts to each educator’s unique needs and growth stage. By mastering the Hersey-Blanchard Model, you can navigate the diverse landscape of teacher development, fostering a more responsive, effective, and thriving educational environment.

Understanding the Hersey-Blanchard Model in an Educational Context

The Hersey-Blanchard Model (pictured above) identifies four distinct leadership styles that instructional coaches and principals can employ when working with teachers. Each style combines different levels of directive and supportive behaviors to meet the needs of teachers at various stages of development.

  1. Directing (S1): High directive, low supportive behavior
    • Leaders provide specific instructions and closely supervise performance. For example, a principal might use this approach with a new teacher by clearly outlining lesson planning expectations, demonstrating specific instructional techniques, and frequently observing classes to ensure proper implementation.
  2. Coaching (S2): High directive, high supportive behavior
    • Leaders explain decisions and solicit suggestions while still providing guidance. An instructional coach might employ this approach by collaboratively planning lessons with a teacher, offering constructive feedback, and providing encouragement as the teacher implements new strategies.
  3. Supporting (S3): Low directive, high supportive behavior
    • Leaders facilitate and support teachers’ efforts and shared decision-making. For instance, a principal might use this approach with experienced teachers by involving them in curriculum development, encouraging peer observations, and providing resources for their professional growth initiatives.
  4. Delegating (S4): Low directive, low supportive behavior
    • Leaders adopt this style when working with highly competent and motivated teachers. An example might be a principal assigning leadership roles to master teachers, such as mentoring new staff or leading professional development sessions with minimal direct oversight.

Assessing Teacher Development Levels

To effectively apply the Situational Leadership Model in an educational setting, instructional coaches and principals must accurately assess the development levels of their teachers. This assessment considers two key factors: competence (the teacher’s skill and knowledge) and commitment (their motivation and confidence). The model identifies four development levels:

  • D1: Low Competence, High Commitment
    • These are often new teachers or experienced teachers facing unfamiliar challenges. For example, a first-year teacher who is enthusiastic but lacks classroom management skills, or an experienced teacher implementing a new curriculum or technology for the first time. Teachers at this level need clear direction and support to build their skills and maintain their initial enthusiasm.
  • D2: Some Competence, Low Commitment
    • Teachers at this level have developed some skills but may be struggling or feeling discouraged. Examples include a second-year teacher who has mastered basic classroom routines but is struggling with differentiation, or an experienced teacher who is resistant to a new school-wide initiative. These teachers require both guidance to improve their skills and support to boost their confidence and motivation.
  • D3: High Competence, Variable Commitment
    • These are typically experienced teachers who are skilled but may lack consistency in their performance or enthusiasm. For instance, a veteran teacher who excels in content knowledge but is becoming complacent about trying new instructional strategies, or a skilled teacher who is experiencing burnout and needs renewed inspiration. Teachers at this level benefit from autonomy in areas of strength and supportive coaching to reignite their passion.
  • D4: High Competence, High Commitment
    • These are your master teachers who demonstrate both skill and motivation. Examples include a teacher leader who consistently achieves excellent student outcomes and eagerly pursues professional growth, or an experienced educator who innovates in their classroom and inspires colleagues. These teachers thrive with delegation and opportunities for leadership.

It’s crucial for educational leaders to recognize that a teacher’s development level can vary across different aspects of their job and may change over time. A teacher might be at D4 in content knowledge but D2 in using educational technology. Regular observation, open communication, and data analysis are essential for accurately assessing where each teacher stands.

By understanding these development levels, instructional coaches and principals can tailor their leadership approach to meet each teacher where they are, providing the right balance of direction and support to foster growth and excellence in teaching.

Matching Hersey-Blanchard Model Leadership Styles to Teacher Needs

The key to effective situational leadership in education is aligning your leadership style with the development level of each teacher. The flexible approach of the Hersey-Blanchard Model ensures that teachers receive the appropriate balance of direction and support to thrive and grow professionally.

  1. Examples of when to use each style based on teacher development level:
    • Directing (S1) for D1 teachers: A principal might use this style with a new teacher struggling with classroom management. They could provide specific strategies, model techniques, and regularly observe classes to offer immediate feedback.
    • Coaching (S2) for D2 teachers: An instructional coach working with a teacher who’s having difficulty implementing differentiated instruction might co-plan lessons, demonstrate techniques, and provide encouragement as the teacher practices these skills.
    • Supporting (S3) for D3 teachers: For a competent but unmotivated teacher, a principal could involve them in decision-making processes, such as curriculum selection or professional development planning, to reignite their engagement.
    • Delegating (S4) for D4 teachers: An instructional coach might ask a highly skilled and motivated teacher to lead a professional learning community or mentor new teachers, providing resources but minimal direct oversight.
  2. Strategies for transitioning between styles as teachers grow:
    • Regular assessment: Continuously evaluate teachers’ competence and commitment through observations, data analysis, and conversations.
    • Gradual release: As teachers show improvement, incrementally reduce directive behavior and increase supportive behavior.
    • Clear communication: Explain your changing approach to the teacher, emphasizing their growth and evolving needs.
    • Collaborative goal-setting: Work with teachers to establish new objectives as they progress, fostering a sense of ownership in their development.
  3. The importance of flexibility in leadership approach:
    • Recognizing individual differences: Each teacher’s growth path is unique, requiring personalized leadership strategies.
    • Adapting to changing circumstances: External factors like new curricula or technologies may temporarily shift a teacher’s development level, necessitating a change in leadership style.
    • Building trust: Flexibly adjusting your approach demonstrates responsiveness to teachers’ needs, fostering a supportive professional environment.
    • Modeling growth mindset: By adapting your leadership style, you exemplify the continuous learning and adaptability you wish to see in your teachers.

Remember, the goal of the Hersey-Blanchard Model is not to pigeonhole teachers into categories but to provide the most effective leadership for their current needs. Skillful educational leaders fluidly move between styles — sometimes even within a single interaction — to best support their teachers’ growth and, ultimately, student learning. By mastering this adaptive approach, instructional coaches and principals can create a dynamic, responsive leadership culture that nurtures teacher development at all levels, leading to improved instructional quality and student outcomes.

It’s important to note that these styles are not fixed traits of a leader, but rather approaches to be flexibly applied based on the situation and the individual teacher’s needs. Effective educational leaders learn to adapt their style to best support each teacher’s growth and development. Understanding the four styles of the Hersey-Blanchard Model provides a framework for instructional coaches and principals to reflect on their current practices and consider how they might adjust their approach to better meet the diverse needs of their teaching staff.

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Wrapping Up the Year - Instructional Coach
End of YearInstructional Coaching

Wrapping Up the Year as an Instructional Coach

by Diana Benner
written by Diana Benner

As the school year draws to a close, instructional coaches play a crucial role in supporting teachers, celebrating successes, and preparing for the year ahead. Let’s explore some end-of-year activities for instructional coaches to effectively wrap things up and set the stage for a successful transition into the next school year.

Reflect on Progress and Achievements

Take time to reflect on the progress and achievements you made throughout the school year. Think about the impact of your coaching efforts on teacher practice and student learning. Reflecting on your successes and challenges can help inform your future coaching priorities and strategies.

Gather Feedback

Seek feedback from teachers to assess the effectiveness of your coaching initiatives. Conduct end-of-year surveys, interviews, or focus groups to gather insights and identify areas for improvement. This feedback will provide valuable insights and help guide your future coaching efforts.

Image of sample survey questions that instructional coaches can ask teachers.
Screenshot by Diana Benner of Sample Survey Questions from Kenny McKee, NWEA

Organize End-of-Year Meetings with Teachers

Schedule end-of-year meetings with teachers to review progress towards goals, celebrate successes, and discuss plans for continued growth and development. Set agendas, review data, and collaboratively set goals for the upcoming school year. End-of-year meetings provide an opportunity to reflect on the past year and set intentions for the next year.

Meet with Administrators

Collaborate with administrators to review your coaching initiatives. Schedule meetings to discuss coaching outcomes, share insights, solicit feedback, and align priorities for the upcoming year. This will ensure that your coaching efforts are aligned with the school’s goals and priorities.

Celebrate Successes

Celebrate the successes and milestones achieved by the teachers you have supported throughout the year. Recognize and acknowledge their hard work, dedication, and accomplishments. Whether it’s a small gesture of appreciation or a larger celebration, taking time to celebrate achievements fosters a positive and supportive school culture.

Prepare for Next Year

With some extra time, you can get a head start on preparations for the upcoming school year. Design a professional development schedule and plan topics based on current needs. Think about how you will support new teachers next year. In addition, create templates, like monthly newsletter templates, and have those ready to go for the upcoming school year. This proactive planning will ensure that you hit the ground running when teachers return.

Plan for Professional Development

Reflect on your own professional development needs and plan for ongoing learning opportunities, either during the summer or next school year. Explore relevant workshops, conferences, or courses to enhance your coaching skills and knowledge. Investing in professional development ensures that you continue to grow and evolve as an instructional coach.

Rest and Recharge

Finally, take time to rest and recharge during the summer break. Prioritize self-care and well-being to ensure that you return to the next school year feeling refreshed and rejuvenated. Spend time outdoors, practice mindfulness, or pursue hobbies and interests that bring you joy and fulfillment.

As instructional coaches, wrapping up the school year involves reflection, celebration, and preparation for the year ahead. By engaging in these end-of-year activities, instructional coaches can effectively close out the school year and lay the groundwork for continued growth and success in the upcoming academic year. Here’s to a productive and rewarding end-of-year period for instructional coaches everywhere!

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A female students uses technology for a STEM project as a result of a teacher adopting ed tech in their classroom.
Educational ResearchInstructional CoachingLeadershipProfessional Learning

Five Stages of K-12 Ed Tech Adoption: Part 2

by Miguel Guhlin
written by Miguel Guhlin

When teachers grow in confidence, they change the way they teach using technology. This is Stage 4 of the Five Stages of Ed Tech Adoption in K-12; the last stage is Innovation and Leadership (Stage 5). Let’s dig into these last two stages.

Five Stages of EdTech Adoption infographic showing the five stages educators go through as they move toward ed tech adoption in their classroom.
Five Stages of EdTech Adoption – View the Five Stages of Classroom EdTech Adoption in K-12

Why Spend Time on Ed Tech?

It’s easy to see the challenges educators face. Without the factors outlined below, ed tech adoption fails. This is in the face of research about ed tech effectiveness. Consider this quote:

…the scientific consensus suggests that educational technology can have a positive impact on student achievement. Its effectiveness is not guaranteed and depends on a range of factors. Those factors include the quality of implementation, the educational context, and the support provided to teachers and students.

OECD Publishing – Students, Computers and Learning Making the Connection

Worse, the Reboot Foundation states that their data suggests that:

“…technology may not always be used in a way that prompts richer forms of learning.”

They point out the following:

  • Schools and teachers should be more careful about when—and how—education technology is deployed in classrooms.
  • Moderate use of technology is often the most effective for younger students.
  • Experts recommend limiting the use of devices for young children.
  • Technology seems the least helpful for younger students learning to read.
  • Non-digital tools work better for younger students who are mastering the basics of language.
  • Digital tools that provide immediate instructional feedback can show a high impact.
  • Technology can be particularly beneficial for promoting richer thinking among older students.

In light of this information, it might be safe to draw the same conclusion as OECD Publishing’s report.

…ensuring that every child attains a baseline level of proficiency in reading and mathematics seems to do more to create equal opportunities in a digital world than can be achieved by expanding or subsidizing access to high-tech devices and services…students who use computers very frequently at school do a lot worse in most learning outcomes, even after accounting for social background and student demographics.

OECD Publishing – Students, Computers and Learning Making the Connection

Teaching kids reading and math is key to equality. More tech doesn’t help as much. Using computers too much at school can hurt grades, no matter where a kid comes from. With that in mind, what can teachers do to harness ed tech?

Stage 4: Confidence and Mastery

Teachers have access to many digital tools. How can they ensure these contribute to effective teaching? In this stage:

Teachers improve with technology. They learn how it changes teaching. They pick the right tools for each task. They make the right choices when helping students learn and express themselves. With technology, teachers are able to better meet the needs of each pupil.

In this stage, technology supports learning in these ways:

  • Scaffolding. Create scaffolded learning experiences for students using inquiry-based projects and technology. These present learning as a series of challenges students must navigate.
  • Active Learning. Digital tools facilitate problem-solving, discussion, and reflection activities through interactive simulations, collaborative platforms, and opportunities for real-world use.
  • Feedback. Teachers can provide feedback to students through prompt assessments. Students use the information to better control their learning.
  • Personalization. Teachers can use assessment feedback to better customize learning projects and activities for students.

For teachers, professional learning involves self-guided movement to become more:

  • Collaborative with others to design lessons and refine classroom activities.
  • Observational of others’ classrooms and how they deploy technology in those situations.
  • Reflection-oriented to conduct self-assessments and come prepared to engage in professional learning communities (PLCs).

At TCEA’s events, educators dive into technology, learning to gain confidence and skills. They find workshops and expert talks on new teaching tools and methods to master them. Additionally, the TCEA TechNotes blog offers tips, tools, and research. TCEA is dedicated to supporting teachers in their confidence, mastery, and innovation.

Stage 5: Innovation and Leadership

In this final stage, educators proficient in new tools work to improve them. To borrow a Star Wars analogy, they progress to a level where they are fine-tuning their lightsabers.

In other words, they know how to use new teaching tools and are unafraid to tinker with them. They also:

  • Teach others, sharing success stories and tips.
  • Conduct action research with students to gauge their success at using technology.
  • Use their experience to improve the tools and how students use them; plus, they know how to assess success.
  • Champion technology that makes an evidence-backed difference in learning.

That final bullet means having a solid understanding of evidence-based education. Some examples in the classroom include:

  • Interactive video lessons with built-in assessments (consider using EdPuzzle)
  • Digital storytelling with video editing tools (such as Screencastify)
  • Formative assessment that ensures instant feedback for students (try Kahoot! or Quizizz)
  • Illustrating advanced processes, such as exploring photosynthesis with digital simulations (try Photosynthesis Lab by Glencoe/McGraw-Hill)

Parting Thoughts

As teachers embrace and improve their technology skills, they start changing how they teach. By Stage 4, they use digital tools well. They make lessons personal and engaging. They think in a critical manner and connect concepts and ideas. Teachers listen to students’ feedback to improve. In Stage 5, teachers lead and innovate. They help make and improve digital tools. They teach others, and push for proven tech that can change education. Embrace the Five Stages of Ed Tech Adoption in K-12 and take your teaching, and your students’ learning, to new heights.

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