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. Certif ied Equity Coaching Program Teacher Inquiry Coaching Program Certif ied Instructional Coaching Program UF Coaching Academy Certif ied Instructional Leadership Coaching Program Certif ied Peer Evaluator Program Certif ied Community of Practice Facilitator Program Certif ied 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. Certif ied Coach Teacher Teacher Teacher UF Instructional Coaching Academy Certif ied Coach Teacher Teacher Teacher Certif ied Coach Teacher 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
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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