Coaching for Formative Assessment and Differentiation

Focus Area: Formative Assessment and Differentiation

CInstructional Coaches, LLeaders, TTeachers

Pathway: Ownership

Available Now


When used with purpose, assessments can be powerful tools to help educators use data to understand how students learn and design learning experiences to meet their needs. The Formative Assessment and Differentiation focus area provides educators with the skills needed to formatively assess student learning, develop checks for understanding, use student data to inform instruction, and help students understand their academic progress. Our 1:1 coaching methodology centers on the principles of actionable research and job-embedded best practices to provide the most personalized and differentiated approach to meet the needs of our participants. This professional learning is designed to support each participant with what they need, not a one-size-fit all approach. Our Formative Assessment and Differentiation coaches use the “Try, Measure, Learn” approach to create an ongoing change in practice.


This coaching model and support was developed for teachers, instructional coaches, and leaders.


  • Bi-weekly, 30 minute sessions delivered virtually through Zoom
  • Access to the BetterLesson Lab and top strategies and tools


Coaching supports participants where they are at, building awareness, understanding, and opportunities for application and ownership of key competencies like these:

  • Authentic Assessment: I can implement authentic assessments in order to motivate students, offer formative feedback, and evaluate student progress as part of the learning process.
  • Checks for Understanding: I design varied checks for understanding that provide insight into my students’ comprehension.
  • Designing Student-Centered Assessment: I design student-centered assessments that support students to demonstrate their learning.
  • Creating a Culture of Feedback: I create and refine systems of student-centered feedback in my classroom that support students to take ownership of their learning.
  • Tracking Progress with Data: I create systems in which my students and I collaboratively use data to track academic progress.
  • Differentiation with Grouping: I design differentiated learning experiences by using strategic student grouping.