Jennifer Lee | Instructional Design for Early Learning

Context:

The development of this series was grounded in the need for a more cohesive and internally aligned approach to coaching. Previous training experiences varied in content and delivery, leading to inconsistent understanding and implementation of the PBC cycle. Coaches were navigating multiple expectations without a shared framework, making it difficult to sustain meaningful, goal-driven coaching practices across sites.

My Role:

I led the design and development of a multi-session professional learning series focused on strengthening coaching practices across programs. My work included:

• Designing a five session module series aligned to the Practice-Based Coaching cycle.
• Developing training materials, including slide decks and participant learning packets.
• Creating case studies and role play experiences to support real-world application.
• Embedding opportunities for collaboration, reflection, and discussion.
• Aligning content with internal coaching systems and expectations.
• Facilitating sessions and supporting coaches in applying the learning in practice.

Design Approach:

This series was designed with adult learners in mind, emphasizing practical application and relevance. Key considerations included:

• Relevance: Grounding learning in real coaching scenarios and classroom experiences.
• Active Engagement: Incorporating active learning through discussion, reflection, and role-play.
• Alignment: Connecting each module to the broader coaching cycle and program expectations.
• Sustainability: Structuring the series over time to allow for practice, reflection, and growth.

Each module followed a consistent flow:

1. Connecting to current coaching practices
2. Introducing and unpacking key concepts
3. Applying learning through scenarios and discussion
4. Linking back to coaching implementation

Connection to My Design Philosophy:

This series reflects my design philosophy centered on relevance, respect, and reflection.

Relevance is prioritized by grounding each module in authentic coaching scenarios. Rather than focusing on abstract concepts, participants engage with situations they regularly encounter, allowing them to immediately connect new learning to their daily work.

Respect is embedded in the design by acknowledging the varied experiences and contexts coaches bring to the learning. The modular structure allows participants to build on their existing knowledge while engaging in collaborative discussions that value multiple perspectives.

Reflection is woven throughout the series through structured opportunities to analyze practice, engage in role play, and consider how coaching strategies evolve over time. Each session creates space for participants to think critically about their decisions and refine their approach.

Implementation:

This series was implemented across coaching staff supporting multiple program types, including direct operated and partner classrooms. Sessions were facilitated in a structured sequence, with time between modules to allow for application in practice.

Coaches engaged in learning through a combination of whole-group training, small group discussion, and applied activities such as case studies and role play. Supporting materials, including learning packets and coaching tools, were used to reinforce key concepts and provide consistency across settings.

Ongoing facilitation and follow-up conversations supported coaches in transferring learning into their work with teachers, allowing the series to function as both professional learning and embedded support.

Outcomes:

The implementation of this series supported a more consistent and shared understanding of coaching practices across programs.

Coaches demonstrated increased clarity in navigating the coaching cycle, particularly in goal setting, observation, and feedback. The use of common language and tools helped strengthen alignment across sites, while applied learning experiences built confidence in facilitating coaching conversations.

The modular design also allowed for continued refinement, creating a foundation for ongoing professional learning and adaptation based on program needs.

Design Artifacts:

These artifacts illustrate how the series was intentionally designed to move beyond content delivery and support reflection, collaboration, and classroom application.