UNIVERSITY OF FLORIDA LASTINGER CENTER FOR LEARNING
UF COACHING
ACADEMY
» CERTIFIED INSTRUCTIONAL
COACHING PROGRAM
» CERTIFIED INSTRUCTIONAL
LEADERSHIP COACHING PROGRAM
» CERTIFIED PEER EVALUATOR
PROGRAM
» CERTIFIED EARLY CHILDHOOD
COACHING PROGRAM
» CERTIFIED COMMUNITY OF
PRACTICE FACILITATOR PROGRAM
» CERTIFIED EQUITY COACHING
PROGRAM
» CERTIFIED TEACHER INQUIRY
COACHING PROGRAM
FOR MORE INFORMATION
Philip Poekert, Ph.D., Partnership Manager
University of Florida
Lastinger Center for Learning
3250 SW 3rd Ave, 6th Floor | Miami, FL 33129
W: 305.646.7226 | F: 305.646.7232
poekert@coe.ufl.edu
UF COACHING ACADEMY CATALOG
Introduction
Quality teachers are instrumental in preparing students to reach the high bar set by college and
career readiness standards. Yet implementing a solid system for teacher support and development
requires action at all levels of educational organizations and systems. Within these settings, shared
leadership and a common vision among all levels of educators are critical to the ultimate goal of
student success through high-quality instruction.
The University of Florida (UF) Lastinger Center for Learning is a leader in creating cost-effective, highimpact approaches for teacher professional development. The UF Lastinger Center’s innovations are
being used across the state of Florida, the US and, most recently, in other nations.
Understanding the potential impact of the systemic use of coaching, the UF Lastinger Center has
created, field-tested, and perfected a portfolio of research-driven coaching methods to advance
learning in a range of areas and subjects and is offering access to them through a new Coaching
Academy. The UF Lastinger Center’s Coaching Academy provides the opportunity to create a system
that realizes the promise of improved instructional practice. This document presents the core
principles and structures of the academy, as well as the individual programs that can be customized
to meet the needs of any school or district seeking to improve teacher and leader preparedness,
pursue well-planned implementation, and lead students to the highest levels of success.
Certified
Instructional
Coaching
Program
Teacher
Inquiry
Coaching
Program
Certified
Equity
Coaching
Program
Certified
Instructional
Leadership
Coaching
Program
UF
Coaching
Academy
Certified
Community of
Practice
Facilitator
Program
Certified Peer
Evaluator
Program
Certified
Early Childhood
Coaching
Program
1
FOUNDATIONS OF UF LASTINGER CENTER COACHING
High Quality Teaching and
Improved Student Learning
High
Impact
Instruction
Instructional
Framework
Adult
Learning
Principles
Jobembedded
Leadership
Consistent
and
Structured
Dialogue
Inquiry and
Data Driven
Decisions
Instructional Coaching
Coaching Academy Goals and Outcomes
The UF Lastinger Center Coaching Academy develops cadres of skilled leaders who have a strong
grasp of high quality instruction and who work effectively with teachers to improve instructional
practice and student learning. Each individual program is driven by cutting-edge research and
evidence-based practice.
The Coaching Academy is built upon a set of foundational skills that are at the core of all
programming. These skills enrich educational systems such as school districts, coalitions, and other
organizations with a cohort of accomplished leaders. They include:
• The ability to use high-impact instructional practices, as provided to teachers through
professional learning opportunities.
• A deep understanding of the district’s or organization’s instructional framework and the related
observation instruments.
• A practical application of adult learning principles to support and enhance teacher practice and
student learning.
• The knowledge to plan and lead job-embedded professional development.
• The ability to use structured dialogue to support dynamic, fluid learning and strategy
implementation to improve student outcomes.
• The energized pursuit of inquiry with other educators to generate meaningful data to guide
improvement.
Successful completion of a program within the UF Lastinger Center Coaching Academy provides
certification in implementing observation tools, skills and strategies aimed at enhancing curriculum,
instruction and applied student learning.
The certification programs are the starting points for continuous learning and skill refinement. Upon
completing a certification program, participants will continue to build leadership skills as they apply
their knowledge to teacher development. Leaders will use their coaching and inquiry expertise
as well as resources provided by the Academy to impart best practices to their teachers based on
district instructional framework. Leaders will also be able to maintain and grow their skillset by
accessing follow-up learning opportunities offered by the UF Lastinger Center.
2
A Cost Effective Strategy for Instructional Quality Improvement
The Coaching Academy design is a purposeful and powerful strategy to help school systems improve
the quality of teacher instructional practice, while simultaneously enhancing student learning
outcomes. Coaches are integral to instructional assessment and provide actionable feedback that
improves teacher effectiveness. The UF Lastinger Center works closely with school systems for a two
to three year period to develop a strong cadre of instructional leaders that have profound expertise
and substantial success in advancing teaching and learning outcomes.
After the initial two to three year period, the program is fully “owned and operated” by the district,
with certified coaches to lead the ongoing effort.
In essence, this is a cost-efficient gradual release model where the UF Lastinger Center works in
tandem with educational systems such as school districts, coalitions, and other organizations to
sustain and grow a powerful approach to improve teacher practice and student learning.
Teacher
Certified
Coach
Teacher
Teacher
UF
Instructional
Coaching
Academy
Teacher
Certified
Coach
Teacher
Teacher
Teacher
Certified
Coach
Teacher
Teacher
3
INSTRUCTIONAL COACHING PROGRAM—
COACHES AND TEACHER LEADERS
Overview
The UF Lastinger Center Certified Instructional Coaching program helps coaches across districts
develop a cadre of skills including a strong grasp of high quality instruction and the ability to
work effectively with colleagues to improve teacher practice and student learning. The certified
coaches that emerge from this program assist school leaders in creating a culture of learning
and experimentation to energize teachers and promote collaborative work and discourse about
engaging students in hands-on, authentic learning.
Goals and Outcomes
In addition to the overarching goals of the Coaching Academy, the UF Lastinger Center Instructional
Coaching program will prepare coaches to:
• Effectively conduct coaching conversations with colleagues while meeting criteria outlined in
the UF Lastinger Center’s research-based coaching rubric.
• Create data displays based on a teacher-selected instructional focus.
• Assist teachers in setting and obtaining professional goals.
PROGRAM COMPONENTS
Institute
Participants engage in a four-day institute facilitated by UF Lastinger Center staff members and
instructional specialists. Participants develop a shared understanding of the frameworks of effective
teaching, explore high impact instructional strategies, reflect on their individual teaching practice,
learn the philosophy and mechanics of collaborative peer coaching, and learn strategies for
supporting principals and teachers.
Symposia (Follow-Up Sessions)
Participants engage in six interactive, half-day sessions with their district-based UF Lastinger Center
Instructional Specialist. In these sessions, participants utilize an inquiry approach to identify focus
areas for improving their observation and coaching work. The UF Lastinger Center Instructional
Specialist provides support and constructive feedback to participants as they develop their skills
in effective instruction, observation, collaborative planning and analysis, peer coaching, and
community of practice development strategies.
Who Should Participate
Candidates for the UF Lastinger Center Instructional Coaching program should be master teachers
in their discipline, interested in teacher leadership and committed to student achievement. Typically,
these educators are team leaders, department chairs, existing coaches, or school-based professional
learning community facilitators.
4
Past Participant Testimonials
“Through this coaching process I have had to reflect on my own principles of teaching. I have respected
the collaboration process of coaching and drawn on knowledge and experience of others all while
using carefully constructed accurate data to drive reflection and change within teachers. I have learned
to value points of view, opinions and help set goals that teachers take ownership of.” — Certified Coach
“This training has opened my eyes to a positive way of helping teachers. I’ve actually learned ways to
build authentic relationships with teachers and allow them to self-reflect and discover ways of growing
students in this process. I have grown as a teacher and a coach. “ — Certified Coach
“This has taught me how to truly coach teachers to help them change the way they think and to lead and
assist them to self-discover areas in which they can improve their instructional practices to benefit the
students.” — Certified Coach
“Going through the coaching experience has helped me see areas in which I can improve teaching
strategies to help my students. My coach was able to collect data and observe my students engagement
and distractions during lessons, then create graphs that allowed me to see their engagement. After
looking at the data my coach and I worked together to develop techniques to engage the students
even more. I really enjoyed going through this coaching process and asked my coach to continue to
work with me through this school year. I can’t wait to begin the coaching cycle again.” — Teacher who
received coaching
5
INSTRUCTIONAL LEADERSHIP COACHING—
ADMINISTRATORS
Overview
The UF Lastinger Center Instructional Leadership Coaching program provides school-based
administrators (principals and assistant principals) with yearlong, job-embedded, practicecentered professional development. Participants enhance their skills as instructional leaders
while simultaneously building a community of learners among themselves. During this twopart certification, participants refine their skills in the areas of planning and leading professional
development and coaching teachers. Administrators engage in research-based models of
professional development where they design high quality, job-embedded professional learning
experiences for the teachers in their schools. Each administrator becomes the facilitator and coach
for teachers in their building, creating a community of learners dedicated to using best practices that
directly impact student learning.
Goals and Outcomes
In addition to the overarching goals of the Coaching Academy, the UF Lastinger Center Certified
Instructional Leadership Coaching program prepares participants to:
• Effectively conduct coaching conversations with colleagues while meeting criteria outlined in
the UF Lastinger Center’s research-based coaching rubric.
• Create data displays based on a teacher-selected instructional focus.
• Assist teachers in setting and obtaining professional goals.
• Engage teachers in professional learning (modeling, book studies, etc.) that takes into
consideration the criteria of high quality professional development outlined in the UF Lastinger
Center’s professional development rubric.
PROGRAM COMPONENTS
Institute
Participants engage in a four-day intensive institute, facilitated by UF Lastinger Center staff members
and instructional specialists, to build background knowledge around instructional leadership, highly
effective professional development, building communities of practice, job-embedded professional
development structures, and coaching research. Participants utilize district and the UF Lastinger
Center’s frameworks and are introduced to the UF Lastinger Center Coaching Model.
Symposia (Follow-Up Sessions)
Participants attend six, three-hour follow-up sessions throughout the school year. These follow-up
sessions allow participants to engage in an instructional leadership learning community where they
try new strategies, reflect on their practice, receive feedback from both their peers and facilitators,
and begin to master the art of instructional leadership with an intense focus on professional
development and coaching. A learning showcase takes place during the sixth follow-up session and
serves as a culmination of the yearlong professional learning process.
Who Should Participate
Candidates for the UF Lastinger Center Instructional Leadership Coaching program should be K-12
principals, assistant principals, and other school-based administrators working in the public, private,
or charter school setting.
Past Participant Testimonials
“The best principal institute I have attended ever! The depth to which we were able to share with a group
of Critical Friends was both helpful and refreshing.” — Principal
“This is the most effective training ever! They run PD the way we are told to teach children...both
interactive and engaging!” — Principal
6
PEER EVALUATOR PROGRAM
Overview
The UF Lastinger Center Certified Peer Evaluator program offers a powerful, effective strategy for
school districts seeking to develop highly effective teachers who can raise student achievement.
Any system designed to build instructional quality must reliably evaluate instructional effectiveness.
Research indicates that the presence of a second observer in the classroom significantly increases the
reliability of classroom observation, versus a second observation completed by the same observer.
By training highly qualified teachers to serve as district-wide peer evaluators who can assist school
leaders in observing, evaluating, and providing actionable feedback, the UF Lastinger Center Certified
Peer Evaluator program enhances effective instruction and student learning. Further, these specialists
assist school leaders in creating a culture of learning and experimentation to energize teachers and
promote collaborative work and discourse about engaging students in hands-on, authentic learning.
Goals and Outcomes
In addition to the overarching goals of the Coaching Academy, the UF Lastinger Center Certified Peer
Evaluator program will prepare participants to:
• Effectively conduct coaching conversations with colleagues while meeting criteria outlined in
the UF Lastinger Center research-based coaching rubric.
• Create data displays based on a teacher-selected instructional focus.
• Assist teachers in setting and obtaining professional goals.
PROGRAM COMPONENTS
Institute
Participants engage in a four-day intensive institute facilitated by UF Lastinger Center staff members
and instructional specialists. Participants develop a shared understanding of the frameworks of
effective teaching, explore high impact instructional strategies, reflect on their individual teaching
practice, learn the philosophy and mechanics of collaborative peer coaching, and learn strategies for
supporting principals and teachers.
Symposia (Follow-Up Sessions)
Participants engage in six interactive, half-day follow-up sessions throughout the school year with
their district-based UF Lastinger Center Instructional Specialist. In these sessions, participants utilize
an inquiry approach to identify focus areas for improving their observation and coaching work. The UF
Lastinger Center Instructional Specialist provides support and constructive feedback to participants as
they develop their skills in effective instruction, observation, collaborative planning and analysis, peer
coaching, and community of practice development. A learning showcase takes place during the sixth
follow-up session and serves as a culmination of the yearlong professional learning process.
Who Should Participate
Candidates for the UF Lastinger Center Certified Peer Evaluator program should be master teachers
in their discipline, interested in teacher leadership, and committed to student achievement. Typically,
these educators are team leaders, department chairs, existing coaches, administrative leaders, or
school-based professional learning community facilitators.
Past Participant Testimonials
“I know that I don’t have to be an ‘expert’ to support a teacher. I will be a ‘peer’ reviewer where the teachers
will give me the direction on how I can support them. I will make the teacher feel equal and I can use
some of the protocols that I’ve learned to assist the teachers I’ll be working with.” — Teacher
“I know that the role of a peer teacher is to ensure you are an active listener, collaborator, facilitator,
encourager, motivator and the list goes on to ensure your communication with your teachers is highly
effective.” — Teacher
7
EARLY CHILDHOOD COACHING PROGRAM
Overview
The UF Lastinger Center Early Childhood Coaching program is the first certification of its kind in the
nation to develop the skills of early childhood quality improvement coaches. The Early Childhood
Coaching program enhances the caliber and impact of quality improvement support provided
to child-care centers, family child-care homes, and school-based early childhood classrooms.
Developed in partnership with diverse early childhood stakeholders, the Early Childhood Coaching
program is designed for early learning coalitions, Head Start grantees, school districts offering
early childhood programs, provider associations, higher education faculty, and other professional
development providers. The certified coaches who emerge from this intense, job-embedded
program have the skills to facilitate effective quality improvement efforts and create a culture of
learning and experimentation utilizing effective early learning practices.
Goals and Outcomes
In addition to the overarching goals of the Coaching Academy, the UF Lastinger Center Early
Childhood Coaching program will prepare participants to:
• Master the fundamentals of coaching that support collaborative learning.
• Understand and practice methods for selecting a focus for coaching, collecting data about
the early learning program and caregiving and instructional practices, conducting a coaching
conversation about professional practice, and setting goals for instructional improvement.
• Use modeling of effective practice as a professional development strategy.
PROGRAM COMPONENTS
Institute
Participants engage in a four-day immersion facilitated by UF Lastinger Center staff members and
instructional specialists. Participants develop a shared understanding of the framework of effective
caregiving and teaching, explore high impact early learning instructional strategies, reflect on their
individual coaching practice, learn the philosophy and mechanics of collaborative coaching, and
learn strategies for supporting teachers, center directors, and family child-care providers.
Symposia (Follow-Up Sessions)
Participants engage in five interactive, full-day sessions with their UF Lastinger Center Instructional
Specialist. In these sessions, coaches utilize an inquiry approach to identify focus areas for improving
their modeling, observation, and coaching work. The UF Lastinger Center Instructional Specialist
provides support and constructive feedback to participants as they develop their skills in effective
instruction, observation, collaborative planning and analysis, modeling, and community of practice
development. A learning showcase takes place during the fifth follow-up session and serves as a
culmination of the yearlong professional learning process.
Who Should Participate
Candidates for the UF Lastinger Center Early Childhood Coaching program should be early childhood
quality improvement technical assistance providers and coaches, trainers, higher education faculty,
and others committed to the professional development of early childhood professionals.
8
Past Participant Testimonials
“Lastinger provided great support! In the monthly trainings we were able to debrief about our
experiences of applying the new coaching method--literally everyone became a sounding board for one
another. Lastinger listened as well and began to help us brainstorm on how to create focus questions,
data displays and how to work with those teachers that lacked experience. In the end, I did ‘trust the
process,’ it did make sense and it has changed my ability to listen to the teachers and be their support!”
— Early Learning Specialist
“I have had so many different people observe me and evaluate my teaching practice, without giving
me any real coaching. So, it has been wonderful to actually build relationships with teachers and work
with the teachers to help improve their teaching practices. I think the Lastinger model is an effective
model because of how the teacher is the one leading where she/he wants to go and not me just telling
them what needs to be fixed and being critical of their teaching practices. It is a true partnership in my
opinion. When I look back at these past months, the teachers that have truly bought in and value the
information that comes from the data collected, have grown so much.” — Technical Assistance Provider
“Each year we do some sort of professional development and I always gain knowledge and
grow. However, the Lastinger Training has been the most useful and has led me to see the most
transformation with myself as a coach. The training gave me the gift of time to practice coaching and
the ability to finally be able to shift my focus of coaching from ‘my agenda and telling’ to ‘listening
and understanding.’ The result has allowed me to better personalize the coaching experience for each
teacher and create more ‘Aha!’ moments for the teachers I work with.” — Early Learning Coach
9
COMMUNITY OF PRACTICE FACILITATOR
PROGRAM
Overview
The UF Lastinger Center Community of Practice Facilitator program focuses on developing
communities of practice, a collective learning process that involves the acquisition of new
knowledge and contextualizes current understandings. Educators co-construct knowledge as they
study educational practice and student performance. The learning moves from the individual to the
group, new knowledge is distributed among participants who are transformed through their own
actions and those of other participants.
Goals and Outcomes
In addition to the overarching goals of the Coaching Academy, the UF Lastinger Center’s Community
of Practice Facilitator program will prepare participants to:
• Develop a conceptual and practical understanding of communities of practice.
• Define conversational structures within a collaborative setting that support and enhance the
work of educators and improve teaching and learning.
• Learn to facilitate protocols for engaging in reflective conversations based on a variety of
contexts.
• Learn how to facilitate protocols focused on analyzing student and teacher data.
• Design and implement a plan to facilitate a community of practice in a professional setting.
PROGRAM COMPONENTS
Institute
Participants engage in a three-day intensive institute facilitated by UF Lastinger Center staff
members and instructional specialists who will demonstrate and provide support to participants as
they learn to implement and sustain communities of practice in their professional settings.
Symposia (Follow-up Sessions)
Participants engage in two days of follow-up work as facilitators support them in applying and
documenting their communities of practice work in their professional settings. During the sessions,
participants continue to hone their facilitation skills.
Participants document their development throughout the institute and follow-up sessions through
an electronic portfolio consisting of written reflections, video clips, session reflections, and meeting
agendas. UF Lastinger Center staff members review the portfolios and provide feedback.
Who Should Participate
Candidates for the UF Lastinger Center Community of Practice Facilitator program should be
teacher leaders, (i.e. department chairs and team leaders, school administrators, and district-level
administrators).
10
Testimonials
“With [communities of practice] we have learned to help the teachers in our school to build a mutual
support system as we go through the process of transforming instruction.” — Principal
“I had trouble in the beginning being sensitive to other people and how I communicated with them,
because I tend to be rather blunt about things...I wasn’t really aware of how others might perceive
me. But as we started working through [communities of practice] and I heard how other people were
working with their teams I became much more conscious of how I communicate with people…to open
myself up to communicating in a way that would allow … everyone to have that voice and honor that
voice. It’s harder to do with adults than kids.” — Teacher
“I found that when I sat down with the [community of practice group] and we talked about things
I learned to watch faces and body language better… and I coax people and try to make it a real
important thing that everyone gets a turn to speak. We need to hear from everyone because I can’t be
your voice because I don’t know what your voice is… I understand that they have an opinion that might
be different from mine and I have to wait.”- Teacher
“I have three people in my department who are really quiet. Using [communities of practice] I have
been able to hear their opinions and their opinions are really different from everyone else’s…When
they finally share, other people are like, ‘Really? That’s great! Why didn’t you say anything?’ and I say,
‘Because you’ve been talking nonstop the whole time, they couldn’t get a word in!’ We say it jokingly,
but it’s allowed me to organize how I do my meetings and I can keep the personalities at bay a little bit.”
— Teacher
11
EQUITY COACHING PROGRAM
Overview
The UF Lastinger Center Equity Coaching program provides school-based administrators (i.e.
principals and assistant principals), instructional coaches, and/or teacher leaders with a yearlong,
job-embedded, practice-centered, professional development experience specifically designed to
assist schools and school systems to interrupt policies and practices that disadvantage students of
color. Participants enhance their knowledge and skills as facilitative leaders and coaches and work
as an equity-focused community of practice to support teachers as they adapt practices to respond
more effectively to the needs and aspirations of students of color and in so doing, all of the students
they serve. The process of consciously leading, coaching, and teaching for equity will assist schools to
develop an equity lens and take on an equity stance.
Goals and Outcomes
In addition to the overarching goals of the Coaching Academy, the UF Lastinger Center’s Equity
Coaching program will provide a cadre of school-based administrators, instructional coaches, and
teacher leaders with the will and skill to support teachers to adapt teaching and learning in ways that
improve the educational experiences and performance of students of color. The program will prepare
participants to:
• Explore how perspective on race, class, and cultural identity shapes assumptions and
expectations about students of color in schools and society.
• Review professional literature on related aspects of race and society—racial equity, institutional
and structural racism, and culturally responsive pedagogy.
• Employ cross-cultural awareness to leverage relationships and adapt instructional practices that
improve outcomes for students of color.
• Deepen professional relationships with colleagues to engage in productive conversations about
race and bias in their school and/or community.
• Practice conducting coaching conversations about race and bias using the UF Lastinger Center’s
coaching rubric and coaching cycle.
PROGRAM COMPONENTS
Institute
Participants engage in a three-day intensive institute, facilitated by UF Lastinger Center staff members
and instructional specialists, to build background knowledge around race and equity, communities of
practice, job-embedded professional development tools and processes, coaching research, and the UF
Lastinger Center’s Coaching Model.
Symposia (Follow-Up)
Participants engage in four days of follow-up sessions throughout the school year. These follow-up
sessions allow participants to work as a member of an equity-focused community of practice where
they try new strategies, reflect on their coaching practice, receive feedback from both their peers
and facilitators, and begin to document their learning as an equity coach. A learning showcase takes
place during the fourth follow-up session and serves as a culmination of the yearlong professional
learning process.
Who Should Participate
Candidates for the UF Lastinger Center Equity Coaching program should be K-12 principals, assistant
principals, instructional coaches, and teacher leaders working in the public, private, or charter school
setting.
12
Past Participant Testimonials
“Boys/students of color are not at-risk, they are at promise.” — Equity Coach
“Inspiring, informational and thought-provoking.” — Equity Coach
“I’m leaving with increased awareness of my own internal dialogue, encouraging more self-reflection
among my students and encouraging reflection in my department.” — Equity Coach
“Please offer this to all beginning teachers and principals in our county.” — Equity Coach
13
TEACHER INQUIRY COACHING PROGRAM
Overview
The UF Lastinger Center Certified Teacher Inquiry Coaching program equips teachers with tools
to help them lead school-based professional learning communities to better understand the roles
of critical thinking and problem solving within the classroom. Participants explore how Teacher
Inquiry Coaching will inform their instructional practice with regard to student learning goals, as
well as how to coach and impart this knowledge to their colleagues. Teachers engage in professional
learning seminars to navigate the Teacher Inquiry Coaching cycle and then share the results of their
research with colleagues within their school and beyond. Additionally, teachers are introduced to
Student Inquiry as a productive method to foster growth mindset practices and critical inquirybased learning skills for students within classroom settings. The Teacher Inquiry Coaching program
prepares and certifies a new cohort of teacher leaders to become experts in these coaching methods
and prepare participants to guide their colleagues through the Teacher Inquiry Coaching cycle
within job-embedded, school-based professional learning opportunities.
Goals and Outcomes
In addition to the overarching goals of the Coaching Academy, the UF Lastinger Center’s Certified
Teacher Inquiry Coaching program will prepare participants to:
• Understand an inquiry-based approach to teaching and learning in which teachers
collaboratively study and conduct classroom-based research in areas of interest that develop
content knowledge and reflect best practices.
• Practice and develop teacher leadership skills as part of the creation of a teacher inquiry stance
through peer coaching and community involvement.
• Understand the ways that teacher research leads to more authentic assessment-based methods
to evaluate every aspect of practice including school, teacher, and student needs.
• Understand the principles of Student Inquiry as a way to proactively and authentically engage
youth and community stakeholders in the work of schools and educational centers.
PROGRAM COMPONENTS
Institute
Participants engage in a three-day Teacher Inquiry Coaching Summer Institute, facilitated by UF
Lastinger Center staff members and instructional specialists, which prepares them for the creation of
an inquiry coaching project within a school setting. The institute explores the historical foundations
of Teacher Inquiry Coaching, current trends and research, and implications for teacher practice and
professional development. Additionally, teachers further explicate the Teacher Inquiry Coaching
cycle and begin to formulate potential projects.
Symposia (Follow-Up Sessions)
Participants engage in four full-day seminars, facilitated by UF Lastinger Center staff members,
throughout the year. Follow-up also includes planning sessions, web-based support, and schoolbased support. A learning showcase takes place during the fourth follow-up session and serves as a
culmination of the yearlong professional learning process.
Who Should Participate
Candidates for the UF Lastinger Center Teacher Inquiry Coaching Program should be pre-K-12
teachers, instructional coaches and school-based educators.
14
Past Participant Testimonials
“One of the concepts that became solidified for me throughout my experience with teacher inquiry is
that Professional Learning Communities are the vehicle for school change now and in the future. My
involvement in the program opened my eyes to collaboration through inquiry and how powerful that
is for my school. I strongly believe and enjoy choosing my own professional development based on the
needs that I have in my classroom and I have witnessed that my colleagues feel the same way. I love the
way that the teacher inquiry unites our staff across grade levels. I feel grateful to be a part of this great
program.” — Certified Teacher Inquiry Coach
“When I began the inquiry process, I thought that research was something conducted by people who
had either spent no time, or very little time, in the classroom. I never imagined that I was a researcher. I
began learning how to take the wonderings that I had every year in my class and formulate an inquiry,
gather data, and analyze the results to substantiate my research. I then took it a step further and began
to facilitate research and inquiry in my school. It is great to conduct scholarly conversations with my
peers, analyze best practices, and truly use research to drive instruction.” — Certified Teacher Inquiry
Coach
15
16
FOR MORE INFORMATION
Philip Poekert, Ph.D., Partnership Manager
University of Florida
Lastinger Center for Learning
3250 SW 3rd Ave, 6th Floor | Miami, FL 33129
W: 305.646.7226 | F: 305.646.7232
poekert@coe.ufl.edu
17
FOR MORE INFORMATION
Philip Poekert, Ph.D., Partnership Manager
University of Florida
Lastinger Center for Learning
3250 SW 3rd Ave, 6th Floor | Miami, FL 33129
W: 305.646.7226 | F: 305.646.7232
poekert@coe.ufl.edu