Session Recap: Guided Online Coaching for Teacher Growth

Session Recap: Guided Online Coaching for Teacher Growth

During ReAction Virtual, Gregory Child, Ph.D., Assistant Professor at Michigan State University, and Kim Song, Professor of Department of Educator Preparation and Leadership of COE at University of Missouri – St. Louis, shared their innovative approach to online coaching for teachers, focusing on the education of multilingual learners. This approach is structured around three cycles: pre-conference, observation, and post-conference. Let’s explore these cycles and their integration with the Translanguaging Content Curriculum Unit Template (TCOT). 

The Three Cycles of Guided Online Coaching

1. Pre-Conference (Preparation)

  • Pre-Instruction: Teachers begin by preparing their lesson plans, which must include detailed information about their multilingual learners’ backgrounds, such as language proficiency, family background, and special needs. This stage emphasizes the importance of identifying key vocabulary and content-enhanced language objectives (CELOs), and ensuring lessons are tailored to the learners’ needs.

2. Observation (Lesson Delivery)

  • Lesson Delivery: Teachers present their prepared lessons in a classroom setting. This stage includes direct instruction, collaborative learning activities, and independent study. The aim is to ensure that students achieve the CELOs.
  • Recording and Reflection: Teachers record their lesson delivery using tools like GoReact. They then review their recordings, reflecting on their teaching methods and student engagement. This reflection is crucial for identifying areas of improvement and for fostering self-assessment skills.

3. Post-Conference (Review, Assess, Reflect)

  • Feedback and Assessment: After the lesson, peers and coaches review the recorded sessions and provide feedback. This stage is collaborative, with teachers offering detailed comments and suggestions to one another. The rubric used for assessment ensures that feedback is structured and comprehensive.
  • Revision and Re-Teaching: Based on the feedback, teachers revise their lesson plans and may re-teach the lesson, applying insights gained from the review process.

The Translanguaging Content Curriculum Unit Template (TCOT)

The TCOT is an essential component of this coaching model. It includes three main stages:

  1. Preparation (Pre-Instruction): Teachers prepare detailed lesson plans that include multilingual learners’ demographic information, key vocabulary, and CELOs.
  2. Lesson Delivery: The actual teaching phase, where the prepared lesson is delivered and recorded.
  3. Review, Assess, Reflect: Teachers assess the effectiveness of their lessons, review student performance, and reflect on their teaching practices.

Key Insights and Challenges

In addition to sharing the components, the presenters detailed some of the challenges and solutions for implementing this model.

  • Collaborative Learning: The GoReact platform fosters a collaborative learning environment, allowing teachers to share lesson plans, provide feedback, and support each other’s professional development.
  • Detailed Feedback: Over time, teachers became more comfortable and detailed in their feedback, moving from simple approvals to more constructive and specific suggestions.
  • Technological Challenges: Issues such as large video file sizes and poor internet connectivity in some regions were discussed. Solutions included simplifying recording methods and ensuring robust technical support.
  • Professional Growth: Teachers, especially those who are monolingual, benefited significantly from this coaching model, gaining deeper insights into the needs of multilingual learners and adopting more culturally responsive teaching practices.


The guided online coaching model using GoReact has shown promising results in enhancing the education of multilingual learners. By structuring the coaching around the three cycles and integrating the TCOT, teachers can systematically prepare, deliver, and refine their lessons. This collaborative and reflective approach not only improves teaching practices but also fosters a supportive professional community among educators.