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Leader Should Bring:
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Instructor Should Bring:
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Praise—Narrative the positive: |
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What to say: We set a goal last week of ______ and I noticed this week how [you met the goal] by [state concrete positive actions instructor took.]. What made you successful? How did it feel? |
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Probe—Start with a targeted question: |
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What to say: What is the purpose of _______ [certain area of instruction]? What was your objective/goal for ________ [the activity, the lesson]? |
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Progress to Concrete Action Step—Add scaffolding as needed: |
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What to say: Level 1 (Instructor-driven)—Instructor self-identifies the problem: Yes. What, then, would be the best action step to address that problem?
Level 2 (More support)—Ask scaffolded questions: How did your lesson try to meet this goal/objective?
Level 3 (More leader guidance)—Present classroom data: Do you remember what happened in class when ___? [Instructor then IDs what happened] What did that do to the class/learning?
Level 4 (Leader-driven; only when other levels fail) State the problem directly: [State what you observed and what action step will be needed to solve the problem.] |
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Practice—Role play/simulate how they could have improved current lesson: |
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What to say: Let’s try that. [Immediately jump into role play.] Let’s re-play your lesson and try to apply this. I’m your student. I say/do ____. How do you respond? [Level 4: Model for the instructor, and then have them practice it.] |
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Plan Ahead—Design/revise upcoming lesson plans to implement this action: |
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What to Say: Where would be a good place to implement this in your upcoming lessons? [Instructor works by self or follow these next steps]: Let’s write out the steps into your [lesson plan, lecture, worksheet/activity, etc.] |
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Set Timeline for Follow-up: |
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What to Say: When would be best to observe your implementation of this? Levels 3-4: I’ll come in tomorrow and look for this technique. What to Do—Set Timeline for:
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