Effective instructional coaching is teacher-centered and responsive, aimed at supporting K-12 teachers’ and their students’ learning and development. Using Briceño’s (2016) challenge to shift humans from “performance zones” to “learning zones”, this article showcases the adjustments two instructional coaches made as they worked throughout the COVID-19 pandemic to support teachers’ learning zones. Their work included facilitating meaningful peer observations, creating space for purposeful dialogues centered on relevant research and practice, and intentionally meeting teachers where they were at. Based on their experiences and feedback, attending to teachers’ learning zones holds positive and long-term implications for instructional coaches seeking to find and nurture hope and possibility with the teachers and students they serve.
VanderLugt, Dana; Levandoski, Kathy; and Hamilton, Erica R.
"Nurturing the Learning Zone: Moving Toward Hope and Possibility while Coaching through the COVID-19 Pandemic,"
Michigan Reading Journal: Vol. 54:
3, Article 9.
Available at: https://scholarworks.gvsu.edu/mrj/vol54/iss3/9