Chandler, B., & Tofel-Grehl, C. (2024). A Scaffolded Model of Responsive Instructional Coaching for Managing Teacher Technological Instructional Overhead.
As coaches, our effort begins from a place of learning from our teacher partners. In order to develop and map out a faded scaffold coaching cycle, we first must develop common definitions for our effort. In this context specifically, we define scaffolds as instructional supports that can be utilized by the instructional coach to help extend, improve, and expand a teacher’s technology use and integration within their classroom, and manage teacher technological instructional overhead. If we can make technology both more manageable for teachers to use and more useful to their instructional goals, we will reduce the instructional overhead and raise the instructional value. We begin from a space of needing to know what teachers are able and willing to do independent of their coach’s support. We map out the coaching cycle that instructional coaches can enact to scaffold teachers’ successful adoption of technology.
