Differentiated Coaching for Educators

Welcome to the Differentiated Coaching case studies resource page. The case studies assume that you've learned about the basics of this coaching model by doing one of the following:
• Reading Differentiated Coaching
• Attending a Differentiated Coaching workshop
• Reading Chapter 2 in Powerful Designs for Professional Learning, 2nd edition, from NSDC
• Reading Chapter 7 in Coaching: Approaches and Perspectives, edited by Jim Knight

In our workshops, participants practice coaching through role-playing similar cases, one of our most effective tools for training instructional coaches.

Differentiated Coaching contains two sample cases:
Coach as Useful Resource: Mike, ISTJ, a ten-year veteran 6th grade language arts teacher, is struggling to implement literature circles.
Coach as Expert: Elise, ENTJ, a fourth-grade teacher, needs to develop collaboration skills.

Now you can access more case studies and compare your coaching ideas to strategies that really worked for the teachers on whom the cases were based. if you have a copy of Differentiated Coaching, refer to Appendix B, pages 116-120, 144-145, and 146-148 for information on coaching styles, communication styles, and teacher strengths and typical developmental needs. Tables in Coaching: Approaches and Perspectives and Powerful Designs for Professional Development contain similar information. Abbreviated descriptions are also available for downloading on the home page of this website.

The cases were designed for individual or group study.

If you are using the case as an independent study, first read one of the cases for your coaching style. hopefully you'll find yourself agreeing, "Yes, I'd respond to these coaching moves." Then work through a case for your opposite's style: "Expert" and "Encouraging Sage" are opposites; "Useful Resource" and "Collegial Mentor are opposites. Work through the steps sequentially--there is a natural tendency to rush to conclusions because so often what your opposite is doing wrong is so obvious! Take time to identify strengths, beliefs, informational needs, and the problems the teacher wants to solve that you can use as a hook to bring about change.

If your professional learning community or study group is focusing on a case, consider whether one member might role-play--see the link to instructions. Otherwise, consider appointing as facilitator someone who prefers the same coaching style to a) ensure the group works through each step and b)provide input on whether the group's approach would engage or alienate the coachee.

If you have any questions or suggestions for these cases, email Jane Kise via the link on this page.