Abstract
In special cases, a coach may model an entire lesson, but a coach should most often model a single part of a lesson based on the instructional goals and learning needs of the teacher. In the third form of co-teaching, notice and confer, the teacher takes the primary teaching responsibility while the coach notices key moments of the lesson related to the student learning goals or the teacher's instructional goals (Sweeney & Harris, 2016; West & Cameron, 2013). [...]suppose a teacher participates in a professional learning course about facilitating whole-class summary discussions that productively synthesizes student thinking. [...]if a teacher is facilitating a whole-class summary discussion and the coach notices many students are not listening to an important idea shared by a classmate, the coach may enter the lesson by asking the student to repeat their thinking and then asking for another student in the class to restate this idea (Chapin et al., 2013).