Professional Learning and Coaching: Making Sure the Basics are Covered

Professional Learning Creates the Foundation

A strong implementation begins with ensuring that educators have the knowledge and confidence needed to use a program as intended. Whether teachers are new to a literacy intervention program or simply need a refresher, addressing training needs early can prevent implementation challenges later in the year.

When training gaps exist, they often become implementation gaps later—and when implementation is inconsistent, student outcomes can suffer. By investing in professional learning at the start of the year, leaders can help ensure teachers have a shared understanding of program expectations, instructional routines, and best practices before working with students.

EPS Learning offers flexible professional learning opportunities to help schools and districts prepare educators for successful implementation.

Review our professional learning opportunities and register for session(s) that meet your school’s or district’s needs.

Coaching Sustains Momentum

Professional learning helps educators get started, and coaching can help them build confidence, refine their practice, and maintain forward movement.

Coaching doesn’t always require lengthy classroom observations or formal feedback cycles. Especially during the first months of implementation, a brief, focused conversation can provide timely support by addressing challenges early and reinforcing effective practices.

Consider scheduling two brief coaching check-ins (approximately 15 minutes) during the first weeks of implementation, each with a different focus.

Coaching Check-In #1: Building Confidence and Establishing Routines

Timing: Approximately two weeks after teachers begin using the program in classrooms.

Goal: Ensure teachers feel confident using the program and are focusing on the highest-priority practices.

Getting Started

• Have you taught your first lesson yet?
• If yes, how did it feel?
• If not, what barriers are preventing you from getting started, and how can I support you?
  

Lesson Delivery

• Were you able to complete all of the lesson steps?
• Which parts felt most comfortable?
• Which steps were difficult to implement?
  

Materials and Preparation

• How are you organizing your materials?
• Is everything easy to find when you need it?
• Would a different organizational system make things easier?

Pacing

• How did the lesson pacing feel?
• Were you able to stay within the suggested timeframe for each step?
• If not, where did you find yourself spending additional time?

Coaching Check-In #2: Focusing on Student Engagement and Learning

Timing: Approximately six weeks after teachers begin using the program in classrooms (four weeks after the first check-in)

Goal: Shift the conversation from teacher implementation to student participation and learning.

Student Engagement

• Are students actively responding and engaged throughout the lesson?
• What evidence of engagement are you seeing (e.g., verbal responses, word mark-ups, etc.)?

Continuous Improvement

• Based on what you’re seeing, what’s one step in the lesson you’d like to review, refine, or strengthen?
• What support might help you do that?

Data

• When you look at students’ responses and work samples, what is the data telling you about the effectiveness of the lesson?
• Based on students’ current pace through the scope and sequence, how far do you anticipate they will progress this year?

Pacing and Expected Progress

• Does that pace align with your expectations?
• Are any adjustments worth considering to help students make stronger progress?

Small Supports Can Prevent Bigger Challenges

The first couple months of implementation often reveal what teachers need to be successful. By pairing professional learning with brief, intentional coaching conversations, leaders can deliver encouragement and celebrate early successes, identify challenges before they grow, and provide support that keeps implementation on track.