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How can we develop structures and a common language to support and increase the efficacy of collegial coaching?
Many skilled teachers can access student voice when leading a class or facilitating a discussion. Teachers can purposefully group students, offer motivating or controversial material, provide sentence starters, provide multiple formats in which students can express themselves, and many other strategies in their classrooms. But what about when students are outside of their classrooms, and not subject to these strategies and structures?