The Monster Mash: Five Coaching monsters and how to fight them!

On a dark and stormy night, you sit down to another night of instructional coach planning img_2937and preparation.Suddenly, through the pouring rain a bolt of lightning crashes, illuminating sights previously unseen. You realize that you are not alone, but being haunted by not one, not two, but five instructional coaching monsters! How will you survive? What follows is a description of each monster and how to fight them (the monster mash, get it?) Read on, if you dare…

The Vampire

  • The Monster: As a coach, you are often so busy meeting everyone else’s needs that you have no time for reflection. Like the vampire, you feel invisible in the mirror.
  • The Monster Mash: It sounds simple, but you need to intentionally make time in your schedule to reflect. Another possible method is to use video to make time outside of your work day. Be a model of professional growth and reflection by filming a lesson, meeting facilitation, or training session and record your thoughts as you view the clip.

The Wolfman

  • The Monster: Many coaches change forms, whether they split time between coaching and the classroom, or coaching and other roles. Just like the Wolfman, transitioning between roles can be difficult, not only for the coach, but also for your colleagues.
  • The Monster Mash: Be clear about what “hat” you are wearing. Frame your conversation using phrases like, “As your coach…” or “As your personal friend…”.

The Blob

  • The Monster: Many coaches struggle with a role that is difficult to define. The more time passes, the more nebulous your job can get.
  • The Monster Mash: If you’re fighting the Blob, you may need help. Your best ally in defining your role is your supervisor, whether you report to the school principal or another school or district leader. Have a detailed conversation about what you must do, can do, and must not do in your role as coach. Clarity regarding your role is essential to your success as coach.


  • The Monster: Every coach has a list of tasks that refuses to die. Every time you check off one thing, another zombie or ten rise to take its place.
  • The Monster Mash: List your tasks on note cards or sticky notes. Sort your piles by priority: To do today, to do this week, to do as needed, etc. You might try hanging your tasks on the wall or office door, “short order cook” style as a visual reminder of what you need to get done each day.


  • The Monster: Even with the best of intentions, coaches sometimes forget to listen and stomp through a conversation or meeting like Godzilla stomps through a metropolitan area.
  • The Monster Mash: Use a protocol to break out of your usual patterns of conversation. Focus on asking questions or making statements that move the conversation forward.

Suddenly, you’re startled awake from your nightmare. You fell asleep at your kitchen table with your laptop open and favorite coaching resources strewn about.  Your breath slows as you realize that it was all a dream, but a familiar song echoes in your ear…

“Then you can mash, then you can monster mash

The monster mash, and do my graveyard smash

Then you can mash, you’ll catch on in a flash

Then you can mash, then you can monster mash”(Bobby Pickett)

Happy Halloween!


Hello from the other side…

“Hello, it’s me”… again. Not Adele. It’s me, Eric. SLICE

I’ve been a bit out of the posting routine recently. I’ve greatly enjoyed working through the creative process with each guest author. I’ve been a bit busy.

I work in a high-need school and, as many of you know, we are in a teacher shortage in the U.S. So, I had been filling in as the eighth grade Science teacher at my school for the first five weeks of school. I have enjoyed my time working closely with our students and our middle school team. As I now transition back to my instructional coaching role, I have learned some important lessons.

  • The importance of time. Whether during a teacher prep period or after school, time is our most precious resource. As a coach I will remember to always ask, “Is this a good time?” or “When can we get together to talk?”
  • The importance of breaks. There are days when the best support you can give a teacher is a few moments to go to the restroom. Not feedback, not hard questions, just 5 minutes of a break.
  • The importance of a well timed compliment. Teaching is HARD WORK. It’s really easy to slip into a “Sky is Falling” mindset.  A bad lesson, bad day, or even a bad week is not the end of the world. Sometimes a quick compliment (You’re doing great work!) is just the remedy.
  • The importance of space. Sometimes, the best strategy as a coach is to give some space. Give the teacher a few days to process and practice something new.
  • The importance of listening. Just listen during the conversation. Don’t offer suggestions, wonderings, “what ifs,” action steps, or “push your thinkings.” Just listen and reassure.

There are so many more lessons that I have learned in the last few months. More to come, but for now,

“Hello, from the other side”


Guest Post: Be the Instructional Coach Your School Needs You to Be

With one school year ended and another beginning we often examine our role as instructional coaches out of a deep desire to ensure that the work we do best serves our screen-shot-2016-10-08-at-12-58-29-pmsite, but creating a functional and effective coaching model at a school can be complex work.  Much is written about the role(s) of an instructional coach.  Killion (2006), Knight (2007) and Aguliar (2013) all outline the diverse roles and responsibilities of an instructional coach. In addition to detailed descriptions in educational literature, the role is often further clarified, defined and outlined by our school divisions.  Beyond the district outlines and guidelines, principals have a vision, direction and ideas for how they would like the coaching role to function in their school. Taking it one step further, we as coaches have preferences.  There are some roles that come more easily to us or roles we enjoy and conversely some that we dislike and are a struggle to carry out.  All these books, documents, articles and other publications leave a wealth of possibilities to be sifted through and deliberated upon as the role of a coach is brought to life within a school.  It is easy to take the roles straight out of the educational literature and divide your time table up accordingly, or take the district handbook and replace the bullet points of the coaches role with check boxes of things to do for the year.  It is also just as easy to turn a conversation with your principal into a grand vision statement for your work, or fill your days with those roles that you love and excel at, but any of these aforementioned methods of defining your role will result in overlooking the most influential feature that should drive the job description of an instructional coach… what are the needs of your school site?  

Including the thoughts of your administrator, the vision of your district and the work of those in the education field is necessary, but it should all be put through the lense of the teachers and the learners at your site.  Unfortunately, there is no book you can order on Amazon or shiny pamphlet from your district office that can tell you the needs of your school site.  You need to get out there. Get to know the teachers in your building by talking with them. Find out about the  learners that make up their classes by teaching along side them.  Work alongside the people you serve in order to get to know them well.  Learn intimately and first hand about the students who have learning difficulties, about the fears of the seasoned teachers who just switched grades, the anxiety behind the determination of the brand new teachers are on your staff.  Know the names of your English Language Learners and find out who your non-readers are by sitting next to them.  The qualitative data that is out there to discover is as vast and unique as the teachers and students at your site.  Sifting through all this to figure out which roles to emphasise and which can take a lighter focus can be intimate and gritty work, but this invaluable knowledge can create a lense through which to consider the direction of your district, the vision of your administrator and the roles defined in educational literature.   Clearly defining your role as an instructional coach takes a strong understanding of the varied and dynamic roles of a coach, but and an even stronger understanding of your school site and both are essential in becoming the instructional coach that your school needs.


Aguilar, Elena. The art of coaching: Effective strategies for school transformation. John Wiley & Sons, 2013.

Killion, Joellen, and Cindy Harrison. Taking the lead: New roles for teachers and school-based coaches. National Staff Development Council, 2006.

Knight, Jim. Instructional coaching: A partnership approach to improving instruction. Corwin Press, 2007.

About the Author: Cory Roffey is a school based Instructional Coach in Edmonton, Alberta, Canada.  He has coached in a variety of educational settings from Kindergarten to Grade Nine. He holds a MEd in Elementary Education from the University of Alberta and has a particular interest in supporting teachers as they explore educational technology and constructivist practices.  You can follow Cory on twitter @coryroffey

Guest Post: My Instructional Coaching Journey

I’m going on my seventh year at my current school, eleventh in education. Three years agoSLICE I was teaching a full load and was asked to help out a new Biology teacher.

Informally, I was asked to do what I could to assist her in classroom management and content-based instruction. I learned a lot that year, about managing my time, the importance of starting with building relationships, and fine-tuning conversations around small do-able goals.

The next school year I was given one less class and one additional teacher. In speaking with other coaches, this seems to be a common occurrence. If you do good work, OK here’s more. We had a small, but burgeoning mentoring program that I joined as a content specific coach in the sciences.

I had two vastly different experiences with my two mentees that year. One teacher, John, was open to coaching on day one. He was a solid instructor who had some issues managing his class and other early career issues. He was reflective and made adjustments quickly. The second, Jeff, was not as open to coaching. He was also early in his career and had similar issues as John. But, he didn’t believe he needed any help. What was working with John wasn’t working with Jeff. I finally realized that and threw out what I knew about coaching. We spent the next three months working on what he needed and wanted to work on. I was determined to build trust between us, and it worked. By January we had a strong foundation and began the work of strengthening his practice.

This year, I was given one less class, and coach five teachers, with whom I observe and meet with them weekly. To do this, I really have to be on my game. I took all the lessons I learned in my first two years to make gains this year. I started by simply saying hello.

The first thing I did this year is found every mentee before school started and said hello. I wanted to know how their summer was, what brought them to our school, and how I could help. Did they know how to take attendance? Did they need help making copies? Any questions they had were fair game. I tried to check in a few times before the first day to make sure they were getting settled in.

Our program is made up of two coaches and a director. We have ten new teachers on our staff. Each coach has five teachers and the director oversees the mentees and us. So far, we’ve made it all work by using Google documents to share notes with our Director of Mentoring in real time. We’ve also coordinated schedules of what teacher is free when and who is meeting who when. It’s a bit of a dance, but I think we have it worked out.  We were aware that it wouldn’t be perfect on day one, and that would be OK.

Over the years I’ve refined what I’m looking for in a classroom on day one to three key areas:

  • The teacher should come off as engaging and excited about their class. They should show they are happy students are there and can’t wait to get started.
  • Procedures should be explained, modeled, and practiced. How do students do the things they need to do in that room? Can they use the bathroom? Do they need to raise their hand? Where does graded work go? These are just some of the questions on the minds of students the first day.
  • Finally, students need to be engaged in the course. No student loves to listen to a recitation of the syllabus for forty-five minutes. If a teacher does something simple on day one to get students thinking and engaged, the rewards will be compounded over the year.

Even on day two students know what is going on and most times, they will tell you, especially if they are familiar with you. I had a student turn around and ask me if I am here to help her teacher. I said of course. She then asked me to pass along this nugget, “Tell her she seems uncomfortable up there and that we notice, if she just relaxes I think we’ll be good.” It’s funny, she didn’t want her teacher, that she just met to get in trouble, but as long as she knew I was there to help, she wanted me to help her.

After a lesson, when I sit down with any new teacher, I might have only one thing that I want to convey. I let them drive the conversation with the phrase, “how did it go?” Many teachers can quickly identify what went right and wrong even early in their career, but if not, I can refer back to that one thing we need to begin work on, like a safety net for them. When I was a new teacher, sometimes I didn’t know what to do, and my mentor’s steady hand was key in my growth.

And so the school year begins, with a start centered on building relationships and trust, targeting a few key classroom details, and having focused conversations.

About our Guest Author: Jason Falconio is in his third year as an instructional coach at a small charter school in Philadelphia, where he has been for the past seven years. There, he also teaches Biology and AP Biology as well as runs an after school robotics program. He has received his Masters in Educational Leadership from Penn State and is certified as a K-12 Principal. In the summers he is the site director of a Johns Hopkins University Center for Talented Youth summer residential program. He lives with his wife and dog, Molly, just outside of Philadelphia. He has recently started a blog and can be found on Twitter @jasonfalconio. He also writes at ASCD Edge.

Guest Post: Who Sits In the Big Chair? Reflections on Building Collaborative Partnerships with Teachers

Last spring, I attended a day-long session facilitated by Jim Knight on using video as a tool for instructional coaching. Jim started the day with his Partnership Principles. I was equally inspired and mortified. I was inspired to learn more about how I can strengthen the partnerships with teachers I support, but mortified to think of all the mistakes I’ve made over the last few years in my practice as an instructional coach.

                                     Photo by Federica Campanaro    Otranto, Italy

Jim Knight’s Partnership Principles include these “touchstones” that guide the work of instructional coaches: Equality, Choice, Voice, Dialogue, Reflection, Praxis, and Reciprocity. I want to be able to carry these profound principles with me into each coaching session, so I’ve organized them into three memorable tips.

A Firm Belief in Equality

With each opportunity to work alongside a teacher, I am reminded that I learn as much, maybe more, as the individual sitting at the table with me. Coaching is not an exercise in educational arm-twisting. It’s not my job to convert a teacher to my way of thinking.

In this partnership, I fully expect to discover the strengths and distinctive values of the teacher, and how she approaches instruction and learning for her students. The primary responsibility for me as a coach is to listen and respond with thought-provoking questions so the lion’s share of the work is done in a collaborative manner.

Four years ago, when I went through a multi-day coaching institute, I remember balking a little at the idea that all the heavy work was to be done by the teacher. “It’s imperative that the coach ask questions that allow the teacher to choose the path for change.”

I’ll admit I struggled with that idea.

Why are they calling in the “experts” to coach and then empowering the teacher to choose? Shouldn’t I be leading the teacher to make the changes I decide should be made in the classroom instruction and practice?

It’s really difficult to admit my arrogance as a “newbie” instructional coach. Thank goodness I quickly realized the expert is and always will be the teacher in that classroom.

Jim Knight paints a compelling picture with his description of the relationship between teacher and instructional coach: “The teacher sits in the big chair and the coach willingly chooses the little chair.”

A Commitment to Choice and Voice

Implicit in this equal partnership is the idea that coaches work collaboratively to ensure teachers make their own personal, values-driven choices. The intentional way I communicate as a coach should empower the teacher to express her opinion about the solutions to specific instructional, management or assessment issues in the classroom.

Recently, I met with a third-grade team and their campus instructional specialist. We took a look at their most recent data and then I asked them to consider some instructional implications based on their analysis of the data.

The response from one of the teachers caught me a little off guard. She made an altogether different connection between the data and instruction than I would have. I was equally surprised at my initial inward response. I found myself thinking, “That’s interesting. I hadn’t considered that.”

In the past, my heart rate would have quickened, my scalp would’ve tightened and I would have struggled to control my facial expressions, body language and tone of voice.

Instead, I found myself asking questions that facilitated their design of a multi-week unit to support students in mastery of a difficult standard in the language arts curriculum. As I drove home, I was amused at the fact that it’s only taken me four years to learn it’s not my job as an instructional coach to “manipulate” the teachers I support.

(Patience, please–I’m a slow learner.)

An Emphasis on Reflective Dialogue

An effective instructional coach is clear on the importance of dialogue that promotes reflection. Teachers must have the freedom and encouragement to think through solutions and weigh the factors involved in important changes (however small) in their practice.

There’s inestimable wisdom in offering teachers the ability to embrace or reject instructional practices. True, transparent partnerships are defined by the freedom to consider and cast-off. The choice to redesign and individualize content in ways that are most valuable for the individual is critical.

It makes no sense whatsoever for a coach to dictate practices and/or classroom procedures that are an uncomfortable fit for the teacher and her students.

I had the privilege of working with a grade level team last year that was made up of first year teachers. I worried that the pressure of accountability and responsibility for this team would be crushing.

What I observed over the weeks we were together was the sagacity these ladies possessed. They had an uncanny ability to take the ridiculous amount of information and overwhelming tasks for classroom teachers and distill it to the most important bits. They asked thoughtful, discerning questions and then made decisions that simultaneously challenged and supported their young learners.

Amazed and inspired each time I left a planning session with these amazing women, I now consider them as heroes and mentors.

Instructional coaching is tricky work. I’m tempted to fret over the fact that I’m not doing my best to maintain authentic collaborative partnerships.

Not to worry.

Now that I know who sits in the big chair, I think I’ve got this.

About our Guest Author: Valinda Kimmel has flipped through lots of calendar pages since beginning a career as a teacher nearly three decades ago. For the past 7 years, she’s worked as a K-6 facilitator/instructional coach in a large school district in Bedford, Texas. After hours, Valinda loves lazy evenings and long conversations with her husband Mark, and spending time with her adult children, their spouses, and five of the most brilliant “littles” in her world. She hopes that you’ll engage in conversations with her on Twitter () and on her blog at

Guest Post: 5 Promises To Make for Effective Instructional Coaching (Put on Those Rose-Colored Glasses!)

Happy instructional coaches wear rose-colored glasses. The education landscape hasglasses become so politically and emotionally charged that is increasingly challenging shut out the din of a thousand competing voices. But, coaches, we must, if we are  to be effective, in addition to happy and the glasses help.

I got an extra-dose of rose the other day as I sat in on interviews for an open teacher position. As I listened to them talk about teaching and learning, gone were politics, gone were mandates, and gone was mistrust. In fact, gone was all lingering negativity from the din of those thousand voices.  

Take a minute to read the words of the candidates. I almost guarantee they’ll make you proud to be an educator.

“If they don’t love a subject or strategy, I always tell myself, they don’t love it yet, but I’ll get them there!”

“Pay attention. Pay attention to what they need and how they need it.”

“Collaborate. Communicate. Learn from each other.”

“Success first. When learners succeed they are prone to more success.”

“Figure out where they are and where they need to go and then help them get there!”

Amazing, right?! Teachers are amazing. As I listened to these teachers talk, my rose-colored glasses deepened by shades.

Later, I realized that the words of these teachers reminded me of five promises I’ve made in order to be a happy and effective instructional coach.

If I had to summarize them, they would be rose-red and read:

Teachers are amazing!

In our work as instructional coaches, we must consciously keep those words in mind. If you don’t believe it, fake it until you make it. See teachers as you know they can be. Hold high expectations for them as you would for the students they teach. Instructional coaches who don’t get that, who don’t really love and respect teachers, cannot be effective.

Below is my list of the five promises I make as an instructional coach. Each comes from a hope-laden, rose-colored place that makes effective coaching possible.

  1.  Remember that Growth-Mindset goes for teachers too! EVERY single teacher can grow, learn, and achieve at high levels.

All teachers want to be successful and guess, what? With some work, patience, and effective coaching, most teachers (if not all) can be!. Spend some time with the research of the brilliant psychologist Carol Dweck. Dweck teaches us that our brains are malleable and that humans can actually get smarter. She also reminds us that failure is a part of learning and should be celebrated as part of the process. We have applied the growth-mindset theory to our work with children for a dozen or so years. It’s time to bring this positive way of thinking to our work with teachers too.

  1. “Two, but not two.” It’s NOT us versus them thing. Ever.

I recently read a great book for middle grade students, Pax by Sara Pennypacker. In it, Pennypacker writes about the Buddhist principle of two, but not two. She uses the concept to help two sad and somewhat lonely characters to see themselves as connected to the world. It resonated with me on many levels, but, as a lifelong edu-dork who spends huge chunks of time thinking about teaching and learning, it spoke to me about my role as an instructional coach deeply.

We cannot allow an “us versus them” mentality into any conversation or even our thoughts about the teachers we coach.It is our job to lift teachers’ visions higher, in turn raising their achievement. We do sometimes have to insist that teachers make changes, but we must do it in a way that shows we  support, value, and believe in them. We must be thoughtful rather than frustrated or angry in the face of teacher resistance. In other words, don’t take those rose-colored glasses off. You need them. The teachers you serve (and through them, the students you serve) need you to wear them.

  • Grant Wiggins offers excellent advice on facing resistance
  • Stephanie Laird gives equally valuable advice right here on the Your Instructional Coach blog!
  1. Motivation is key, but it has to be real.

Motivation is not something we give to teachers, it is something we cultivate by helping teachers see their own successes.Daniel Pink has done outstanding work in this area. Pink says that motivation comes from autonomy (teachers want to have some control over their work and growth), mastery (teachers want to get better at their craft), and purpose (teachers want to see how what they do matters in the big-picture.) Motivation comes from feeling good about your work and from feeling supported by instructional coaches. If you only do one thing, watch Pink’s video, if it doesn’t rosify your glasses, I don’t know what will!

  1. Remember, classroom management is absolutely foundational to teaching and learning.

Excellent teachers know how to run a classroom, how to manage children, how to differentiate instructional experiences, and how to proactively ward off poor choices. Building relationship with students is key to effective management. Differentiated instruction is too. If you are working with a teacher who cannot manage a classroom, helping her/him with that, is job-number-one! Look back at the quotes from the interviewees above. Those quotes apply to our work with teachers. Support teachers where they are. Be where they need you to be. Helping with classroom management is a gift we can give teachers who struggle and we should give it freely and without judgement.

  1. NEVER stop learning and model continuous learning for teachers.

Instructional coaches, we cannot allow ourselves to put on know-it-all airs. There is no room for ego in coaching. Reach out to other teachers. Build a professional learning network, tag a mentor or two for yourself, and never be afraid to admit that you have questions or need help. Study, read, write, talk, reach out! Use Twitter, Pinterest, lesson plan wikis, Google Docs (the list is endless) to share ideas and ask questions. Keep learning in low stress ways and show teachers how to do the same.Effective coaches are reflective learners. Reflection leads to questions. Do not be afraid to ask them!

Those are the promises that have served me well in my work coaching fellow educators. As the new school year draws closer, I will continue to shine my rose-colored glasses and wear them with pride. I hope that you put yours on too!

About our Guest Author: Rita Platt (@ritaplatt) is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, consults with local school districts, and writes for We Teach We Learn.

* For a version of this post as it relates to teachers coaching children, click here.

Guest Post: Coaching Heavy vs. Coaching Light

When we coach teachers we are hoping to create change in their practices that will make growththem more successful, but are we coaching for long term effect?  New coaches often face barriers of trust and perception.  As a new coach several years ago, my first objective was to get to know the teachers in my school and build relationships.  I talked with teachers about their personal lives to find common ground.  I visited their classrooms and let them talk to me about their practices and areas where they wanted to improve.  Teachers are territorial and they have to know you before they will let you “touch” their classroom willingly.  

Many times coaches also struggle with perception of the coaching role.  When the coach walks in it’s bad news and there must be something wrong.  I tried to distribute my time among all teachers to keep that at bay.  I observed their classrooms, met with them to reflect, and essentially crossed them off my list until I came around to them again.  I can honestly say I probably confused teachers more than anything because there was no follow-up.  Observe, reflect, check!

My first two years as a coach were spent what I now call “Coaching Light” and that is ok as a first step.  I probably was not ready to do much more at that point and the foundation for coaching work must be laid before anything more can happen.  At the beginning of my third year I began to sense a need to take my coaching a step further and do something more meaningful with teachers.  I had been working on my own agenda and I needed a way to better meet the needs of the teachers I served.   I was introduced to Diane Sweeney’s Student Centered Coaching and the idea of a coaching cycle.  Coaching cycles are when the coach and teacher partner together and work over a period of four to six weeks toward a common goal.  I was eager to try this but also hesitant at the response.  I created a coaching invitation, placed it in all the teacher’s boxes, held my breath, and crossed my fingers.  I got a few responses from teachers I had helped before.  I knew that in order to break the perception of teachers I needed to get “that” teacher on board.  You know her.  The one everybody looks to.  The go to.  The superstar.  Luckily for me I found my gamechanger during that first round.  We worked together closely for six weeks planning, co-teaching, reflecting, problem-solving, and celebrating.  What I found is that she was my best advertisement.  She told her team about our work.  The word was out and the perception of my role had changed.  Suddenly, when I sent out invitations again, I got many more responses.

The coaching cycle approach is what I call “Coaching Heavy.”  The time spent with teachers in the classroom, planning, and reflecting allows for a shift in practice and learning on all sides.  I think this model of coaching is successful for several reasons.  First, and most importantly, it is the teacher’s choice.  Teachers choose to engage in work with the coach.  They set goals for themselves and their students.  It’s their agenda not mine.  I’m just an extra set of hands and a sounding board.  Second, it is organized.  With the teacher, you create a schedule: a time to plan weekly and days in the classroom to model, co-teach, and observe.  Third, you prove yourself as a teacher.  You show the teacher you’ll get in there with them and actually teach.  No more just talking about teaching.  I’ve even had model lessons in cycles flop in front of teachers.  Despite being cringeworthy moments, the teachers see that it happens to you too and that strengthens your relationship.  Finally, you have time.  As a coach you devote a large portion of your days to working intensely with those two to three teachers and it pays off.  There is time for reflection, gathering resources, and planning for long term success.  

My next layer of coaching in 2016-2017 is starting the year with cycles.  I already have teachers booked for the beginning of school.  I also introduced a coaching menu in the spring of last year.  I plan on sharing this again to increase my range of who I can reach in short term experiences while still in coaching cycles with others.  I never want teachers to think that just because I can’t take on another cycle at the moment, I don’t have time for them.  So in a sense I’ll be doing a mixture of Heavy and Light Coaching and I think there is a place for both.  Some teachers only need or want a little while others want more.  It’s all about what they need  

Take a moment and reflect where you are in your coaching.  Are you Coaching Heavy or Coaching Light? What steps are needed to take your coaching to the next level?

About our guest author: Briana Wright is a Reading Instructional Coach at Holly Springs-Motlow Elementary School in Campobello, SC.  She spent 8 years as a self-contained special education teacher before shifting into a coaching role.  This will be her fourth year as a coach.  She hold a Bachelors in Comprehensive Special Education, a Masters in Elementary Education, and is on track to graduate in May 2017 with an Ed.S in Administration and Supervision.  Briana is passionate about reading instruction and has a special interest in RTI for struggling readers at the primary level.  Follow Briana @WrightBrianaJ or her blog .