Agenda
Practice
Preparing to Coach
Explore Teaching Practice
Define Low Inference Observation/Coaching
Participant Guide
Low Inference Observation & Low Inference Coaching
Low inference observation and coaching is the practice of describing and intervening on classroom events as they occur, using neutral, specific language. The key criteria for low inference feedback are:
Low Inference Observing and Coaching
Objective
Specific
Calibrated
Evidenced
Low inference observing and coaching builds trust and credibility between instructional leaders and teachers, promotes reflective dialogue, focuses on student learning, and drives growth.
The goal of coaching is to support teachers to make better instructional decisions in their daily work with students. Low inference observing and coaching supports more effective self-correction
When coaching, being as specific as possible and connecting student outcomes to teacher moves helps the teacher improve in that moment and in similar moments.
"Engaged" is subjective, and will mean different things across coaches - noting the specific student behaviors that indicates engagement would elevate this feedback.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
"Could you tell me what you saw happen when you verbally gave students several directions at once?"
"You just asked a question and nobody answered. What move can you try in this moment?"
Title
Title
Title
Write a brief description here
"The students were really engaged in the discussion. I can tell they read."
Write a brief description here
Write a brief description here
Let's Practice
Watch this video of a teacher leading a discussion about Soto's "The Bike". As you watch, open your participant guide, write three low-inference observations or coaching moves you would make to support this teacher?
Leading Quality Group Discussion
A cross-curricular consensus that discussion is necessary to build collective sense-making.
Leading a Discussion
Purposeful mathematical discourse—a structured exchange to build understanding.NCTM
Teachers must facilitate productive discourse to make thinking visible and support scientific sense-making. NSTA
Essential ELA practice—open dialogue for sense-making across multiple perspectives. NCTE
A careful unpacking of a teaching practice into observable, practicable, assessable components that can be taught to teachers.
Decomposing The Teaching Practice
This is what we do when we teach anything - writing an essay, solving a math equation, building a skeletal model.
But, often have not done in the work of teaching teaching.
Are our look-fors observable, practicable, and assessable? Can they be taught to teachers?
Let's Practice
Now that you have narrowed your focus, view this video of a class discussion and consider when you would pause the teacher, and what coaching move you would use to support teacher growth
Preparing to Coach
Communicating the Focus
How we coach and what we coach on are very important points of information to share with teachers. Using a pre-brief meeting or a pre-coaching email helps to continue to build and stregnthen the coaching relationship, and will set teachers up for successful progress towards mastering the focal teaching practice.
Prebrief Meeting Vs. Preobservation Check-In
Instructional coaching involves reciprocity of ideas, questions, strategies, and experiences that stimulate thinking and in growth for each educator. -Sandra Trach
For Wednesday
Contact dr.mgcherry@gmail.com
Agenda
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Monique Cherry
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Transcript
Agenda
Practice
Preparing to Coach
Explore Teaching Practice
Define Low Inference Observation/Coaching
Participant Guide
Low Inference Observation & Low Inference Coaching
Low inference observation and coaching is the practice of describing and intervening on classroom events as they occur, using neutral, specific language. The key criteria for low inference feedback are:
Low Inference Observing and Coaching
Objective
Specific
Calibrated
Evidenced
Low inference observing and coaching builds trust and credibility between instructional leaders and teachers, promotes reflective dialogue, focuses on student learning, and drives growth.
The goal of coaching is to support teachers to make better instructional decisions in their daily work with students. Low inference observing and coaching supports more effective self-correction
When coaching, being as specific as possible and connecting student outcomes to teacher moves helps the teacher improve in that moment and in similar moments.
"Engaged" is subjective, and will mean different things across coaches - noting the specific student behaviors that indicates engagement would elevate this feedback.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
"Could you tell me what you saw happen when you verbally gave students several directions at once?"
"You just asked a question and nobody answered. What move can you try in this moment?"
Title
Title
Title
Write a brief description here
"The students were really engaged in the discussion. I can tell they read."
Write a brief description here
Write a brief description here
Let's Practice
Watch this video of a teacher leading a discussion about Soto's "The Bike". As you watch, open your participant guide, write three low-inference observations or coaching moves you would make to support this teacher?
Leading Quality Group Discussion
A cross-curricular consensus that discussion is necessary to build collective sense-making.
Leading a Discussion
Purposeful mathematical discourse—a structured exchange to build understanding.NCTM
Teachers must facilitate productive discourse to make thinking visible and support scientific sense-making. NSTA
Essential ELA practice—open dialogue for sense-making across multiple perspectives. NCTE
A careful unpacking of a teaching practice into observable, practicable, assessable components that can be taught to teachers.
Decomposing The Teaching Practice
This is what we do when we teach anything - writing an essay, solving a math equation, building a skeletal model.
But, often have not done in the work of teaching teaching.
Are our look-fors observable, practicable, and assessable? Can they be taught to teachers?
Let's Practice
Now that you have narrowed your focus, view this video of a class discussion and consider when you would pause the teacher, and what coaching move you would use to support teacher growth
Preparing to Coach
Communicating the Focus
How we coach and what we coach on are very important points of information to share with teachers. Using a pre-brief meeting or a pre-coaching email helps to continue to build and stregnthen the coaching relationship, and will set teachers up for successful progress towards mastering the focal teaching practice.
Prebrief Meeting Vs. Preobservation Check-In
Instructional coaching involves reciprocity of ideas, questions, strategies, and experiences that stimulate thinking and in growth for each educator. -Sandra Trach
For Wednesday
Contact dr.mgcherry@gmail.com
Agenda