Develop A Plan That Creates Multimedia Content

Develop a plan that does the following: Create a multimedia presentation (of your choice) to share this plan with coaches and teachers.

Plan and deliver a professional development session for teachers on your campus, focusing on how teachers and coaches can cultivate learning-focused relationships. The session should include various learning formats, outlining the responsibilities of both the mentor or coach and the participant within each format. Support your presentation with strategies for effective instructional support that the mentor or coach can provide to help educators implement strategies effectively. Explain the relationship between professional development and effective instructional coaching, and describe the characteristics of both professional development and effective instructional coaching.

Create a 10- to 15-slide multimedia presentation that encompasses these elements, ensuring your content is supported by at least two academic references. The presentation must adhere to APA guidelines, including a title slide and reference slide, and be free of grammatical, usage, and spelling errors.

Paper For Above instruction

Professional development is a cornerstone of ongoing educator growth, directly influencing instructional quality and student achievement. Effective professional development, combined with comprehensive instructional coaching, establishes a dynamic environment where teachers continually refine their skills through collaborative learning, reflective practice, and targeted support (Guskey, 2002). The goal of this presentation is to outline an actionable plan for a professional development session that emphasizes cultivating learning-focused relationships between teachers and coaches, integrated with strategies that support sustained instructional improvement.

Designing the Professional Development Session

The session begins by establishing the importance of building strong, trusting relationships between teachers and coaches. These relationships serve as the foundation for effective collaboration, openness to feedback, and shared goals for student success (Knight, 2007). To facilitate diverse learning preferences, the session incorporates various learning formats such as interactive workshops, peer coaching, and reflective practice activities. Each format includes specific responsibilities for mentors or coaches, such as modeling instructional strategies, providing constructive feedback, and fostering reflective dialogue, as well as responsibilities for teachers, like active engagement and self-assessment (Baumgartner et al., 2018).

Learning Formats and Roles

One format is modeled workshops, where the coach demonstrates a targeted instructional strategy, and teachers practice and analyze its implementation. The coach's responsibilities include providing clear modeling, observing practices, and offering specific feedback (Coggshall et al., 2012). Peer coaching sessions facilitate ongoing support and collaborative problem-solving, with the coach guiding conversations and helping teachers reflect on their practice. In reflective practice sessions, teachers analyze their lessons through video recordings or peer feedback, with coaches moderating discussions to enhance self-awareness and goal setting (Knight, 2007).

Supporting Effective Instruction

Coaches can support teachers by identifying evidence-based instructional strategies aligned with student needs. This support includes modeling strategies, co-teaching, observation and feedback cycles, and facilitating professional learning communities. Such targeted support fosters a culture of continuous improvement and reflective practice (Guskey, 2002). Moreover, instructional coaching emphasizes developing teachers’ capacity for self-assessment, goal setting, and collaborative problem-solving, which are essential components of sustained professional growth (Mooney & Ryan, 2018).

Relationship Between Professional Development and Instructional Coaching

Professional development and instructional coaching are interconnected processes that reinforce one another. Professional development provides the foundational knowledge and skills, while coaching offers personalized support to implement and sustain new practices (Guskey & Sparks, 2004). Effective coaching transforms theoretical knowledge into practical application, fostering a culture of continuous improvement. It also moves beyond one-time training to ongoing, job-embedded support, which is critical for lasting change (Knight, 2007). This synergy enhances teacher self-efficacy and leads to improved student outcomes (Bryk et al., 2015).

Characteristics of Good Professional Development and Effective Instructional Coaching

Successful professional development exhibits characteristics such as relevance, active participation, continuous opportunities for learning, and alignment with school goals (Garet et al., 2001). It encourages collaborative learning, reflection, and application of strategies directly into classroom practice. Effective instructional coaching is characterized by personalized support, trust-building, peer collaboration, and focused goal setting (Coggshall et al., 2012). Coaches serve as facilitators of growth, emphasizing observation-based feedback, joint planning, and reflection. Both forms of professional learning prioritize job-embedded, sustainable practices that lead to meaningful change (Knight, 2007).

Conclusion

In conclusion, a well-structured professional development session focused on learning-focused relationships between teachers and coaches can significantly enhance instructional practices. Incorporating diverse learning formats and clarifying roles foster a collaborative culture that supports continuous improvement. The synergy between professional development and instructional coaching creates a powerful framework for elevating teaching quality and ultimately improving student achievement. Implementing such a comprehensive approach requires deliberate planning, ongoing support, and a commitment to fostering a professional learning community dedicated to growth and excellence in education.

References

• Baumgartner, E., J. Bearer, et al. (2018). Transformative coaching: A guide for empowering teachers. Routledge.
• Bryk, J. M., Sebring, P. B., Allensworth, E., et al. (2015). Organization of schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press.
• Coggshall, J. G., et al. (2012). Job-embedded professional development: What it is, who is responsible, and how to get it done well. Learning Forward.
• Garet, M. S., et al. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
• Guskey, T. R. (2002). Does professional development make difference? Educational Leadership, 59(6), 45–52.
• Guskey, T. R., & Sparks, D. (2004). What to consider when evaluating professional development. Journal of Staff Development, 25(1), 40–42.
• Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press.
• Mooney, E., & Ryan, J. (2018). The role of instructional coaching in teacher professional development. Journal of Educational Change, 19(3), 301–321.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.