Rollins B-5 Impact Cycle
The Cox Campus instructional coaching process is carried out
using a step-by-step framework known as the Impact Cycle.
Originally devised by coaching expert Jim Knight, the impact
cycle was designed to support educators in discovering and
implementing new teaching practices for the purpose of
improving child outcomes.
Although Jim Knight’s original Impact Cycle is a
powerful tool for instructional coaching, the Rollins Center has
made some modifications in order to maximize the
effectiveness of this process in the areas of early language and
literacy development. Rollins has also modified the cycle to
specifically target the coaching towards best
practices for Birth-to-5 children. The original three phases
have been expanded to six, and additional components, such
as the ecosystem approach and Cox Campus courses, have
been included as integral parts of the Rollins approach to
the coaching process. The resulting model is known as the
Rollins Birth to 5 Impact Cycle.
Phase Description Additional Details
• The coach and teacher will begin
The initial conversation is the beginning of the
building connections and forming a
coaching process and the first phase of the impact
relationship.
cycle. The coach and teacher will form
• The coach and teacher will establish
connections and establish the manner in which
roles, responsibilities, and expectations
the coaching will take place. During the initial
for how the coaching process will
Initial Conversation conversation, a coach and teacher will set
unfold.
expectations, establish the frequency and
• The coach will introduce the tools and
structure of their meetings, and discuss the tools
resources to be used throughout the
and resources that will be used throughout the
coaching process.
coaching process.
The primary function of the identify phase is to • The coach will share information
have a goal setting conversation based on gathered through an informal classroom
the current reality of the teacher’s classroom and visit.
the previously identified ecosystem priority areas. • The teacher will share any child data
Identify This conversation will ultimately shape the next that has been collected.
phases of the impact cycle, and the work you do • A joint action plan will be used to set
as a coach will seek to achieve the goals goals and action steps.
you will be setting together with the teacher. • The first action step listed in the joint
action plan will be for the teacher to
take Cox Campus courses that align
with their goals.
The explain phase of the impact cycle is used for • The explain conversation can be
clarifying and expanding upon the knowledge incorporated into the identify phase if
gained from taking Cox Campus courses. The the teacher has already taken the
Explain coach will determine how they can best assist the necessary Cox Campus courses.
teacher in learning and understanding new • The coach will also use this phase to
teaching practices and strategies. provide opportunities for the teacher to
practice what they have learned.
• This phase begins the “I Do, We Do, You
Do” section of the impact cycle.
• Modeling is always done before guided
Modeling and guided practice are exercises used practice.
to provide practice opportunities for a teacher • During a modeling session, the teacher
learning to implement a new teaching will observe and follow along using a
strategy/practice in their classroom. Modeling is fidelity form.
Modeling & Guided Practice done by a coach to demonstrate exactly what the • Modeling can also be done with video.
new practice looks like in its implementation. A • Guided practice can be done using
guided practice is the teacher’s opportunity to either whisper coaching or coaching
implement the practice alongside the coach. cards.
• Modeling and guided practice sessions
begin with a preliminary check-in
meeting and conclude with a debriefing
conversation.
• The teacher will implement a new
During the observe phase, the teacher will teaching strategy on their own.
implement new teaching practices in their • The coach will not assist or guide in the
classroom without assistance or guidance from teacher’s implementation in any way.
Observe the coach. The coach will watch carefully and take • The coach will follow along using a
note of the teacher’s accuracy in their fidelity form.
implementation. • A debriefing conversation will follow the
observation.
The improve phase consists of a debriefing • During the debriefing conversation, the
conversation that takes place after the coach has coach will discuss the teacher’s
observed the teacher’s implementation of the strengths as well as where there is still
new teaching practices they have learned need for improvement.
throughout the coaching process. The purpose is • The coach and teacher will determine
to determine the teacher’s fidelity of what they how to proceed after completing the
Improve have learned and how well they were able to put impact cycle.
this knowledge into action in their classroom. • If the teacher’s child-focused goal has
been met, set a new goal. If the goal has
The second half of the debriefing conversation not been met, refine the goal to make it
should be focused on whether or not the more realistic, or repeat previous phases
teacher’s child-focused goal has been met. of the impact cycle until the goal has
been achieved.
