LAUSR

Abstract While modeling teaching is a potentially productive coaching pedagogy, little is known about how coaches and teachers interact during modeled lessons to support teacher learning. This study explored the foci and depth of coach-teacher interactions during modeled lessons. Drawing on six coach-teacher dyads’ interactions (n = 295) across 25 lessons, qualitative analyses revealed six distinct types of interactions during modeling. Furthermore, we forward a new conceptualization of depth of coach-teacher interactions during modeling based on the extent to which the coach or teacher made their reasoning evident during interactions about content, pedagogy, and students. Implications for practice and future research are discussed.