Abstract
In this chapter, the authors reveal how literacy coaching with video enabled one teacher to shift her thinking about pedagogy. They examine how the Gradual Release of Responsibility (GRR) can support inservice teachers' reflective growth throughout this process. The GRR Model used by a literacy co- ach can better prepare teachers to address the shortcoming in professional development. Jennifer Reichenberg planned to use the framework to guide her video reflection sessions with Isabella and to use the GRR when applying the framework. Together, they uses the video to reflect on the challenges and complexity of teaching social studies to tenth-grade students from diverse ethnic, cultural, and linguistic backgrounds. The authors examples of Jennifer coaching Isabella show the interplay between the coach's support, Reichenberg's Reflective Framework, and the GRR during video self-reflection. The reflective framework provided a structure, informed by theory, to guide the coaching sessions with video.
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