The Continuum of Coaching Interactions

The educator applies the continuum of coaching interactions.
Made by Hope Street Group and Learning Forward

About this Micro-credential

Key Method

Educators incorporate the continuum of coaching interactions into their coaching/mentoring experiences and can apply multiple perspectives/methodologies from the continuum.

Method Components

The Purpose, Focus, Actions, and Language of Interactions on the Continuum of Coaching: 

Purposeful, focused, action-oriented coaching (and using language that supports this manner of coaching) interactions require a coach to strategically employ strategies that inform, share, and mediate as applicable to the individuals or teams being coached. 

The continuum of coaching interactions begins with clarity of purpose: Will the coaching interactions be to inform, to share, or to mediate? 

Once the purpose of coaching is decided, the constructs of informing, sharing, and mediating provide an organizational approach throughout the other coaching continuum interactions: Focus, Actions, and Language. The outline below, explains the relationship between informing, sharing, and mediating across the Purpose > Focus > Actions > Language continuum of coaching interaction in more detail, with concrete examples of coaching interactions that can support implementation:

Purposeful coaching includes:

  1. Informing

    • Provide information

    • Provide technical assistance

    • Solve a problem

    • Give advice

  2. Sharing

    • Share ideas

    • Share problem solving through collaboration

    • Increase communication between practitioners

  3. Mediating

    • Improve instructional decision making

    • Increase reflection on practice

Focused coaching includes:

  1. Informing

    • Provide logistical information
      Agreed upon protocol: How do we do things around here?

    • Provide content knowledge

    • Provide pedagogical and andragogical strategies knowledge

  2. Sharing

    • Create reciprocal support for growth of new practice

    • Create reciprocal support for improvement of practice

  3. Mediating

    • Practice non judgemental support for planning

    • Practice non judgemental support for instruction

    • Practice non judgemental support for assessment

    • Practice non judgemental support for reflection

    • Practice non judgemental support for problem solving on the cognitive aspects of teaching

Action-oriented Coaching Includes:

  1. Informing

    • Provide resources

    • Provide demonstrations (modeling lessons) of practice

    • Offer assistance in accessing resources

  2. Sharing

    • Brainstorm with practitioners

    • Co-plan with practitioners

    • Co-teach with practitioners

    • Exchange resources

    • Facilitate action research

  3. Mediating

    • Conduct learning-focused conversations which includes:

      1. Inquiry

      2. Reflection

      3. Generating insights regarding professional practice, and

      4. Reconstructing professional practices to form innovative approaches to teaching and learning

Language that supports coaching includes:


  • Use signaling phrases such as:
    • Pay attention to…
    • It’s a good idea to…
    • I wonder if...
    • Keep in mind...


  • Use signaling phrases such as:
    • We might…
    • Let’s…
    • How might this affect our…
    • How might we...


  • Use signaling phrases such as:
    • What might some ways be to…
    • What research supports your decisions to…
    • What data or evidence supports your decision to...

Research & Resources

Supporting Research


Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2.

Part 1. Overview Questions

(250-word limit for each response)

Activity Description: What was the goal of the mentoring/coaching? What kind of mentoring/coaching activities did you and your colleague engage in to reach that goal?

Activity Evaluation: How will you know if the plan you have designed will be effective? What evidence will you collect to help you assess the effectiveness of your plan?

Part 2. Work Examples / Artifacts

Submit a detailed plan for coaching or mentoring a colleague. Include in the plan the specific beliefs, teaching expertise, coaching skills, relationship skills, content expertise, and leadership skills that will be necessary to effectively coach or mentor this colleague to reach his or her goal. Please also explain why the selected beliefs, teaching expertise, coaching skills, relationship skills, content expertise, and leadership skills you identified will be necessary to employ for this specific colleague given the goal set for your work together. You must include in the plan and the subsequent explanation at least one specific belief and one example of teaching expertise, a coaching skill, a relationship skill, content expertise, and a leadership skill.

Part 3. Reflection

(300-word limit)

Provide a reflection on what you learned as a mentor/coach. Use the following questions as a guide:

  1. What was the impact of your coaching/mentoring?
  2. How (and why) did you incorporate the continuum of coaching interactions into your strategy?
  3. How will this experience shape your future coaching/mentoring with other colleagues?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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