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Click on the plus icon from in the bottom right hand corner of the screen.

On the pop-up, add your name and Q1, then record a response to the reflection question, “How do coaching conversations promote teacher reflection?” Then click publish.

On a second pop-up, add your name and Q2, then record a response to the reflection question, “How might formal/informal coaching impact student learning on your campus?” Then click publish.

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Coaching conversations can make us pause and think about things in a different light. Maybe it can help one see the good in something that felt like it went wrong. Maybe it can offer a bright spot when the coach notices a difficult student had a quiet success that you didn't see. Conversations can help us refine our teaching, notice when we get stuck and can't move on, or we don't allow students to do things independently enough. Overall, they can spark the though process of reflection that is so difficult for many of us.

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Coaching conversations promote teacher reflection by guiding teachers to analyze their instructional choices, consider what worked well, and identify areas for improvement. Through questions, feedback, and discussion of student work and outcomes, teachers are encouraged to think critically about their practice and the impact on student learning, which supports continuous growth and intentional instructional decisions.

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Both formal and informal coaching can be positive for student learning. HOWEVER, the environment must created where people will trust the process. We tend to think of coaching as experienced teacher and new teacher, but it can be much more than that. Therefore, an environment of trust and non-judgement have to be nourished. But if done correctly, coaching can help all parties get on the same page for defining student success. When student success is clearly defined, coaching becomes streamlined. An environment where everyone can be a coach and also receive coaching demonstrates to students a continuum of learning.

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Formal and informal coaching improve instruction, increase teacher effectiveness, and support reflective practice, which leads to higher student engagement, comprehension, and learning outcomes.

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Teacher reflection is vital to our profession. We should be reflecting constantly! However, coaching conversations promote a more formal means of teacher reflection. The act of coaching allows another set of eyes and ears to be in the classroom so that the two professionals can come back together to have a discussion regarding how to make the teacher's practices stronger for the students in the classroom. The coach should be an effective coach, one who has many attributes that make the teacher feel comfortable and confident to learn under their support. When the coach shares their experiences and knowledge with the teacher, they can work collaboratively to ensure that the reflection is used to support the students in the classroom.

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If we as teachers could all ensure we were engaging in reflection we would be an exceptional team of teachers. These formal and informal reflections keep our brains active and open to the idea of making changes that best support our students. We must be willing to keep the strategies that work based off of data and rid of the ones that do not best support our students. If we as a school could ensure all teachers are engaging in both kinds of reflection, our student outcomes and engagement should soar!

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Coaching conversations can make a teacher stop and reflect on themselves. Maybe we just are set in our ways and if a certain issue is addressed then we know how to fix the concern. Conversations pushes us forward to be effective in the classroom. If there isn't conversations being had then we think we are doing great and do not have the time to reflect on our own teaching strategies. Teachers don't always have time to reflect and a conversation will make sure we stop and think about how we can improve. There is always room to grow as a teacher to make sure that our students are successful.

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Coaching conversations promote teacher reflection by allowing the teacher to process what they taught from a different perspective. Instead of just, "I think most of them got it," the reflection becomes more specific because the coach is asking questions based on what they saw during the teaching, offering a different perspective.

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Formal and informal coaching prevents teachers from being "stuck" and not being effective. Coaching allows us to push ourselves to be better, to do better for our students. However, they are our number one priority, but sometimes we don't always see where we could grow as educators. Growing and improving through coaching will push us to ensure student learning is successful.

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On my campus, we need to first start watching other teachers more. This isn't happening much, if at all right now. Once in place, though, formal and informal coaching could hold teachers more accountable to their teaching practices and self-reflection so that student's are being presented with better teaching in every classroom.

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Coaching conversations promote teacher reflection by asking open-ended questions about successes and improvements that could be made to the lesson or built into future lessons. Coaches should always let the teacher be the main voice in the conversation so that they have an opportunity to think about what happened in the class. This will lead them to a better understanding of what was successful AND WHY and how they can continue to grow as an educator.

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Coaching conversations promote teacher reflection because the coach asks the teacher questions that he or she may not have thought of before. It offers an outside perspective. When I reflect on my own, I usually ask myself the same questions, but if a mentor or coach asks me questions, they are typically different from what I ask myself.

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Coaching conversations should be based on student work with meaningful feedback so that teachers can reflect on the impact of their instruction. It can help you see what you need to improve upon, so that your students can succeed.

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Formal: formal coaching impacts student learning because it is an opportunity for scheduled, structured time to reflect.

Informal: informal coaching impacts student learning because it can happen whenever and wherever, and it can be applied immediately; for example, if informal coaching happens between classes in the hall, the teacher receiving the coaching can apply it in his her her classroom as soon as the bell rings.

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Formal and informal coaching allows for teachers to have time to reflect on their craft. These both then provide teachers with ways to consider their own effectiveness and how to continue to improve. This would impact student learning because it creates a growth mindset in teachers. It puts the focus of the lesson on students instead of on the teacher. When students are the focus of the lesson, you have to consider what you know works for your students and how to help them reach goals.

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Teacher reflection is vital to student learning outcomes. It is shown that the teacher can be the biggest single factor in student learning and growth. If we aren't constantly reflecting, how do we know if what we are doing is working? Sometimes we get so busy we don't stop to take the time to do this reflection. Having coaching conversations gives us the opportunity to slow down and actually think about our teaching and how it is impacting students. This is often something we forget to do when caught up in the day-to-day struggles like time constraints and managing behavior issues.

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On my campus coaching can impact student learning by helping all teacher see their need for growth, while keeping us all engaged and motivated. If we are engaged and motivated, the students will be as well!

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Formal coaching gives us time to really dig deep and reflect on student learning and how our teaching impacts that. We can take time to sit and look at data and student work and make a plan of action moving forward. Informal coaching is a quick way to remind us to always be reflecting on our teaching and making sure the students are learning what they need. It's not a deep dive but it helps keep us thinking, focused, and moving forward.

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Coaching conversations promote teacher reflection by guiding the conversation. Like seen in the video for Module 4, the teacher became more aware of his actions and students actions through the questioning that took place. It promoted deeper thinking and analysis of the lesson and work they were reviewing. It highlighted the strong points, while also causing deep thinking on areas of improvement. She guided his thinking when needed, but he had to do the heavy lifting of his reflection.

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Coaching conversations promote teacher reflection by combining thoughtful questioning, evidence-based dialogue, trust, and action planning. This process helps teachers become more reflective practitioners who continuously improve instruction and positively impact student learning.

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Coaching conversations promote teacher reflection by making the teacher look back at their work. Did the lesson go well? How could I change it for the better in the future? Encourage them to stop and take notes after the lesson so they will have a better understanding of an effective lesson the next time presented.

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Coaching conversations help teachers think about their lessons and what they could do next on future lessons. They help teachers be reflective and promote more student learning. Conversations also help teachers see what they are doing well and what they could do better on. Collaborating helps both teachers be better as they learn and grow from each other.

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When formal and informal coaching are used together, they improve teacher practice through clarity, support, and reflection. This leads to stronger instructional alignment, higher-quality learning experiences, and measurable gains in student achievement.

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Q1. Conversations help with the reflection. There might be some questions a teacher has not thought about. Conversations can also pull out ideas or strategies that may have been forgotten in the long list of "things" teachers are taught. They can also help with encouragement for teachers who may not see their impact in real-time.

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Both formal and informal coaching are positive for teacher and student growth. We have several new teachers who are learning all new curriculum. The coaching can help them keep their focus on student needs and not just getting through what is expected of them to teach. It is also teaching them how to be reflective and use student data as first year teachers.

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Coaching conversations promote teacher reflection by creating a safe space where teachers can think deeply about their instruction/lesson and their impact on student learning based on examining student work. Intentional questioning and feedback from a coach can promote teacher reflection even deeper. The coach doesn't need to tell them what to change, but instead try to encourage teachers to take ownership and identify the next steps themselves.

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Q1: Coaching conversations promote teacher reflection by sharing differing perspectives we might not have the option of knowing prior. When our perception is opened, we are more likely to make changes and reflect on a higher level of knowledge/understanding. Success is the key and through coaching conversations, we are able to have a full successful understanding of how to improve.

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Q1. Coaching conversations gives teachers an opportunity to talk about their lesson, what went well, what students showed they understood, and where they struggled. The questions coaches ask help teachers think about their lessons as to how they explained a concept or taught a skill and how the students responded. This kind of dialogue helps teachers to reflect and make intentional changes.

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Q2. Informal would be great for quick checks and more relaxed conversations and discussions about what is going right, wrong, and any other concerns which would allow teachers to adjust as needed. Formal is good for the data dive and instruction break down on if student learning is where it needs to be and if adjustments need to occur.

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Informal coaching helps teachers in the moment. They can see immediately what was great and what might need to be a little different. Informal meetings I think build relationships as they can happen often and keep teachers engaged with each other. When these meetings happen in a timely fashion, students benefit immediately. Teachers can go back and redirect or change lessons as needed. During formal coaching student work helps guide the discussion. The teachers can see what specific needs there are currently in the classroom and develop lessons for those needs.

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Q2: Formal/informal coaching can impact the student learning on my campus by providing the means necessary to improve teaching to drive student success rates up. It helps with responsibility, promote respective relationships, and motivate everyone to reach a shared goal.

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Coaching conversations promote teacher reflection by creating a safe, collaborative space where teachers can think critically about their instructional practices. Through open-ended questioning and evidence-based dialogue, coaches encourage teachers to analyze the impact of their decisions on student learning. This reflective process helps teachers move beyond surface-level observations to deeper understanding and purposeful improvement of their practice.

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Coaching conversations promote teachers reflection by allowing the teacher to think though their lessons aloud and receive feedback. The coach is able to give the teacher feedback as they walk though their lesson on what went well and what could be improved. It was also done in a very kind and respectful tone, and the teacher and the coach had great rapport; allowing the conversation to flow and for the coach to give guidance for small improvements.

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Coaching conversations promote teacher reflection by providing structured, supportive dialogue that helps teachers analyze their practices, examine evidence of student learning, and think critically about what is working and what can improve.

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Formal and informal coaching can positively impact student learning on a campus by supporting teachers in refining instructional practices through ongoing feedback and reflection. Coaching helps teachers align strategies to student needs, analyze student data, and implement targeted improvements in instruction. As teacher practice improves through consistent coaching conversations, students benefit from more engaging, effective, and responsive learning experiences.

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Formal and informal coaching can impact student learning by strengthening instructional practices and helping teachers adjust instruction to better meet the needs of students. I think both forms of coaching should be used to benefit the teacher and students. There should be an ongoing informal coaching conversation.

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Coaching conversations promote teacher reflection by creating a structured, supportive space where teachers can think deeply about their practice, examine evidence, and make intentional decisions about improvement.

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I believe coaching would benefit our campus, as long as it is done in a respectful way. If teachers are receiving feedback on small things they can do to get better in a kind way, their teaching should improve and the students would learn more. The key to this is to have a positive school climate between coaches and teachers, if that is not there, it would just add a lot of stress.

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Q2. Students are better supported when teachers strengthen their instruction. Through a good coach, teachers ask better questions, use better strategies and model more effectively. Students then will become deeper thinkers and communicate better and are more confident learners.

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Coaching conversations can promote teacher reflection by creating dialogue about the things that the coach noticed about the session - not just giving feedback, but allowing the teacher to reflect on how they thought the lesson went. When questions are asked in an open-ended, non- threatening way, teachers will be more willing to reflect on best practices.

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Coaching should be a lot of listening and then prompting for more information in a way that focuses on the instruction and its impact on student learning. Focusing on the lesson and allowing the teacher to identify the limitations and issues it may have-- and then asking the teacher questions that allow them to create their own solutions-- promotes a climate in which the teacher doesn't feel attacked and also promotes buy-in.

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Formal and informal coaching improve student success on a campus by strengthening teacher practice, building collective efficacy, and ensuring instructional decisions are responsive to student needs. Together, they create a culture of continuous improvement that directly impacts student learning.

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Coaching conversations promote teacher reflection. It helps teachers think about their everyday classroom experiences and turn them into intentional learning. I think we get busy as teachers just trying to make it through the day that we don't reflect at the end. Having a coaching conversation can help teachers to be accountable and take the opportunity to slow down and think how the lesson went, how it impacted the students, and the steps needed to improve for success of all students.

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I think this would be beneficial on my campus because new teachers sometimes feel like they are just dumped into a classroom with the "good luck, you got this" from admin. When a lead teacher records notes from the lesson it helps guide the reflection process. Coaches can remind teachers of things they witnessed during the lesson that they themselves may not have noticed. Every lesson has room for improvement teachers may not see and every teacher benefits from encouragement and guidance.

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Coaching conversations is all about reflection. It also makes me more conscious of reflecting on my own teaching. I find that having the informal coaching sessions are much easier and more frequent than the formal because of the time constraints. This is something that I am struggling with. After reflecting it is so important to act on what needs to be changed though and not just that you figured out the problem or that something went great. I try to write the "greats" in my TE to remember for next year.

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Coaching conversations give teachers a minute to pause and really think about how a lesson or assignment went. By questioning and feedback, the teacher is able to reflect and see things as the whole picture. Often times when we reflect, we can notice things that we want to change or tweak for the next time. Those coaching conversations are essential because it gives teachers a safe space to reflect and bounce ideas from.

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Formal and informal coaching can significantly impact student learning on a campus by strengthening instructional practice, building teacher capacity, and fostering a culture of continuous improvement. Formal coaching provides structure and depth, while informal coaching provides immediacy and flexibility.

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Q1

Coaching conversations promote teacher reflection by creating a safe, collaborative space where teachers can thoughtfully examine their practice. Through purposeful questioning, the coach encourages the teacher to think deeply about instructional decisions, student engagement, and evidence of learning rather than simply being told what to change. Reflecting on student work, lesson outcomes, and mastery criteria helps the teacher analyze what was effective and what needs refinement.

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Coaching conversations promote teacher reflection by allowing the teacher to think out loud about how their lessons went. It is so important for a coach to provide a supportive space where teachers feel comfortable reflecting on their practice and can reflect on what worked, what didn't work, and what they will do next. It's a coach's job to be a good listener and ask open-ended questions that guide the reflection rather than take the lead.

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Coaching conversations provide us with an opportunity to view things in a new perspective. When we are in the middle of a lesson, it is often difficult to pick up the nuances of what could be improved, so working with a coach is crucial to gaining those new perspectives.

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On my campus? …. I would think that no matter the campus, we all could be doing more of this analytic thinking regarding our teaching practice. If we create habits of doing these things, then it will probably begin to show up in our lesson plans as we encourage the same thinking model in our students. No matter the subject area, critical and analytical thinking skills are so necessary in our adult lives; even outside the classroom. Our kids need those same skills.

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Q2 Informal coaching builds trust and encourages ongoing reflection through brief check-ins, hallway conversations, and timely feedback. Formal coaching provides structured opportunities for goal setting, observation, and deeper analysis of instructional practices. Together, these approaches support a culture of collaboration and continuous improvement.

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Without coaching reflection often stays at the level of "what happened." Coaches prompt teachers to move forward "why it happened" and "what to do next". Also, keeps teachers on track.

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Formal and informal coaching can positively impact student learning by helping teachers try new strategies, reflect on what’s working and what isn't working, and adjust instruction in real time. When teachers feel supported and confident, their instruction improves, which leads to more engaging lessons and better outcomes for students across campus. Both forms of coaching are beneficial, and it's important to remember that coaching isn't about just sitting and telling your teacher about everything that went wrong. It's about reflection and how we can make things as best as we can for the students.

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Utilizing both formal and informal coaching in an effective way can have a significant impact on our students' learning. I believe that we can take a more structured, consistent approach to formal coaching within our own department - Informal coaching happens often, but when it is not consistent, that is where comments can be taken the wrong way. A more structured approach can help people trust the process more and be more likely to personally reflect on their practices.

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Formal and informal coaching helps to strengthen instruction, helps teachers to use date intentionally, normalizes reflection as daily work, and makes teachers feel like they are trusted professionals. At my school we do not have PLCs, coaches etc. This training has been very helpful for me to see the importance of coaching and the impacts it can have on student learning.

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Informal and formal coaching can greatly impact student learning. If the coaching is done correctly, then it will promote teacher reflection. If teachers are reflecting on their lessons, then the lessons can only get better. This in turn will improve student learning. Informal coaching conversations should be happening quite often on campuses. Not only will it improve the impact on students, but it will also increase teacher relationships.

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Coaching conversations promote teacher reflection because they are able to see/hear things during the lesson that we don't always notice. We have an idea in our head of how we want to model something or teach a skill and sometimes that doesn't come across the way we want it to. When a supportive coach asks questions to have us reflect on what we did well and what we could've done better, it is helping strengthen our teaching strategies and ensuring we're doing what we can for all of our students.

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I think students will better understand expectations, can self-monitor their learning and more likely to meet proficiency. Students will receive clearer, more effective Instruction and develop stronger comprehension skills. Instruction is adjusted quickly in response to students needs, reducing learning gaps and increasing growth.

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Coaching conversations force the teacher to stop, focus, and reflection on what is happening in their classroom. I do not mean "force" in a negative context here either. We (teachers) get so caught up in surviving day to day that we often do not take the time to do our own reflection. This gives the teacher a great opportunity to slow down and analyze. The coach is there to help them work through their reflection and thoughts and come to their own conclusions.

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A lot of times, teachers (and I'm guilty of this myself) "reflect" on what they are doing in the classroom internally, and that reflection stays there. Nothing is ever done to further that reflection. A coaching conversation pushes you to be honest and look deeper into what you're doing within your classroom and how it truly impacts your students.

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Coaching conversations can promote teacher reflection because they require teachers to think back through the decisions they made and identify areas where we can improve our teaching practice. Improving our practice helps us better reach our students.

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I feel informal coaching is one of the best and fastest reflections one can do. Meet in the hall about a lesson just presented. It is fresh on your brain. These need to happen often. Formal coaching is a great place to bring in student work to see if your students are applying the lesson taught in the way you want them to. Coaches can challenge the teacher to extend on part of the lesson they would have never thought to add.

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Coaching conversations allows the teacher to reflect on the teaching and learning. It also provides a different viewpoint from the Coach. Sometimes being offered a different perspective opens the door for more insight and suggestions on self-improvement.

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We have a lot of informal coaching on our campus. My instructional facilitator comes into my room, but she isn't formally observing me like in the videos. She is watching how I'm modeling and teaching the lesson and is listening to the students, but she is an active participant in my lesson. She's walking around and helping the students while asking them questions to make them think deeper about what steps they're taking. It's like having a second teacher in the room. I think this has had a wonderful impact on my teaching. She is modeling for me how I can do things in my room while helping my students.

I do think a formal observation every now and then would be beneficial because it would require me to reflect deeper on how my lesson went and what I can do better to help my students.

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Informal coaching helps with the need for immediate feedback/conversations. Sometimes bouncing ideas off of others helps to remedy something quickly that needs to be fixed that same day. Formal coaching can help impact student learning on my campus to actually do something with all of the data we collect.

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Formal/informal coaching can have a positive impact on student learning. I think we already do a really good job on my team of informal coaching, but watching that second video, I see the need for more formal coaching. The coach and teacher were able to get into such a more in depth conversation that is going to improve his practice from that discussion forward. We need that in my building/on my team.

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Formal/Informal Coaching will increase student learning on my campus. I think that when teachers buy into student achievement (as a whole - big picture) and are not afraid to ask for help, these coaching sessions will become more frequent and beneficial to the teachers and the students. When the teachers are excited about teaching, the students are excited about learning.

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Coaching conversations promote teacher reflection because as seen in the video, the coach may ask a question that causes you to rethink how you plan to assess, or if you were on clear on your expectations. You may think you were, but you may have not been. It also provides positive feedback and that "pat on the back" that we all want, but hardly ever get. It helps us to look objectively at ourselves.

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Q1: Coaching conversations promote teacher reflection because they allow the teacher to analyze what just happened. This can occur through what went right or wrong during the teaching lesson, how the students reacted, as well as an opportunity for praise to allow positive growth. While watching the formal video, I really enjoyed how the lead teacher guided the teacher into reflecting on his teaching. He was able to make changes to his lesson plan just by noticing how his students responded. Perfect example, he stated that during his next class, he will provide students with a rubric so they can better understand what is needed from them, which will allow for deeper thinking.

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I feel formal/informal coaching could impact student learning on our campus in a great way. However, I feel there are many on our campus that would not see the need. I think it would be best implemented if it was viewed more as "success partners" or something like that where each teacher had a "coach" but really both teachers or group of teachers are coaching each other. I feel just taking the time to have these conversations and even observe each others classrooms would greatly increase student learning.

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Formal/informal coaching would impact student learning because we get so caught up in just surviving and checking all the boxes, that we don't stop to really be intentional about why we do what we do. How is it really helping students achieve? It would help us all take a honest look at our own teaching to see where we need to learn, grow, and improve to serve student needs better.

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Teacher coaching conversations promote teacher reflection by providing a safe, supportive space for teachers to think deeply about their practice. Through open-ended, nonjudgmental questions, coaches encourage teachers to analyze their instructional choices and consider how those choices impact student learning. By focusing on evidence from the classroom and valuing teacher voice, coaching helps teachers reflect on what worked, what didn’t, and why. These conversations connect teaching actions to student outcomes and support teachers in identifying next steps, making reflection an ongoing part of professional growth.

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Informal coaching is done a lot on my campus. We are a small school so we are constantly jumping across the hall to talk with other teachers to bounce ideas off of or to get ideas on how to help students who are falling behind. My dyslexia coach is amazing at helping out in just a couple of minutes. But, these couple of minutes gives me ideas on strategies that I can use immediately in the classroom.

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Formal and informal coaching conversations allow teachers a time to reflect with purpose on a previous lesson. Asking questions of each other (or coach to teacher) allows a teacher to look at specific parts of their lesson that they may not have seen as significant or may have overlooked. To me the informal is much more valuable if it can occur immediately after a lesson while it is fresh. The formal time is good but now that lesson may be days or even weeks in the past.

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Q2: Formal/informal coaching can impact student learning on my campus because it will allow the teachers the opportunity to always receive some form of coaching. Whether it´s a quick email, a meeting in a hallway, a posted note, or formal, when you have the chance to really provide in-depth reflection. I relate this to sports, when a coach calls a time during a game, it is usually 30 seconds to 1 min. to analyze with the players what is going well or wrong. Quick adjustments are made, and the players get right back to action. I think of a timeout as ¨informal¨. When I think of formal coaching, I view it as film study, the opportunity to see the areas that might need growth and areas that look amazing. You can take notes on the positives and negatives. You can leave with a script on how to be more effective. Both informal and formal allow the teacher to offer better instruction for the students, promoting positive teaching and higher learning.

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Coaching conversations cause teachers to think about what they are teaching. It gives them more than one view on what they have taught, the strategies they used, and the questions they ask. The coach can see things that the teacher may not see and is able to help them reflect on those pieces.

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What a world we would live in, if each teacher could reflect with a coach or a partner after each lesson! The student impact would be far reaching if more teachers were able to reflect and put ideas into immediate action. Its so hard to do when you are in the thick of school to pause and revamp something that you know "works" for something that is different or unknown.

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Coaching conversations provide opportunities through feedback, constructive criticism, exchanged of ideas, challenging questions, observations, etc. to promote teacher reflection, thus stimulating teacher thinking and instructional change, and leading to effective instructional growth.

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Coaching conversations promote teacher reflection and learning by using skills that guide teachers to uncover their own insights, and develop actions/plans for self-driven improvement and deeper understanding of teaching practices and student impact.

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As formal/informal coaching sessions challenge teachers to reflect on their instructional and student data, changes to instruction are made to support students and encourage student learning. As students are supported and engaged learning happens, students should show academic growth.

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These types of coaching would impact our students greatly. Both of these would have teachers reflecting on their practices more. This would in turn have them looking at student work to determine what worked and didn't work for the students. I think that having more coaching on my campus would help teachers see what the may need to work on to help student impact. It would also help teachers focus on student work, rather than the lesson itself.

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Coaching conversations encourage teacher reflection in all ways. The conversation includes a lot of questions that cause teachers to reflect on their delivery and the student response to that. The questions turn into suggestions building upon what the teacher did or what the teacher may have needed to do. Anytime you go back and rethink through a lesson you will reflect on what went well and what could have gone better. Then you'll be able to look at the student work to see if you were right - maybe the students did better than you expected or maybe did they did worse than you thought. This will allow for changes to be made in instruction or delivery based off of data - student work.

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Q2- Formal and informal coaching significantly boost student learning by improving teaching quality, increasing engagement, especially when students learn time management skills when writing essays or just build confidence in themselves to even attempt to answer open-ended (SRQ or DBQS). Bridging the rigor-level learning for at-risk students will definitely lead to greater academic success and integration on my campus with teachers who are coached to do so.

While formal coaching yields better outcomes than traditional support, I still know it is important to have teachers who 'want' to reach all students.

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I think formal/informal coaching can help everyone on campus. You can't be an effective teacher and continue on with the "old dog, new tricks" saying. Kids and changing an evolving and we have to change with them. That requires everyone on any given campus being willing to change and evolve in order to meet the needs of the students coming into our classrooms. Informal coaching is quick and relaxed and can give a lot of feedback and info and reassurance to someone. The formal piece is much more indepth and give the teacher time to reflect on the lesson before having those conversations.

Both are beneficial.

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Informal and formal coaching conversations promote teacher reflection by having good conversations about their instruction and student work. It said that coaching conversations are most effective when they are grounded in student evidence and encourage self-reflection. I think that coaching conversations help us to think about our instruction but also hearing other peoples ideas of what they saw or how they do something helps us to reflect even more. Just having conversations can sometimes cause me to think about something different that I didn't realize I did.

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Q2- Formal and informal coaching will impact student learning on our campus by having us really reflect on our practices which will have us increase student learning and engagement. Having conversations with others about what has worked and not worked helps us to be willing to try new things that can impact student learning. I think that the coaching sessions would increase student learning on my campus because teachers would be evaluating their teaching all the time and making adjustments or finding new strategies to use.

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Coaching conversations promote teacher reflection by providing a chance for the teacher to reflect on their instruction and the learning taking place in their classroom. This is done by using student work and data to help the teacher think more deeply about what they are teaching.

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Coaching conversations help teachers analyze the effectiveness of their teaching. They are able to dive deeper into thinking about how their questions, strategies, and instructional choices impact their student's understanding. This deeper thinking will lead to more responsive and informed instruction for all students.

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Informal and formal coaching can positively impact student performance within my building by helping teachers strengthen their instructional practices. As we improve how we plan and respond to student needs, our instruction becomes more effective and engaging. There will be more consistent teaching throughout the building, which will lead to higher student learning.

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Formal and informal coaching would have a great impact on students in my building . Teachers would reflect more on their lessons and the strategies they use to teach. Ultimately, teacher reflection would help refine the way students are taught and the impact on their learning.

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Coaching conversations promote reflection because when a teacher is asked a question about the lesson they have to think back to answer it. Sometimes as teachers we move right on to the next lesson or assignment, but coaching forces us to slow down and look at the results of the lesson. When a coach asks a teacher "Did you notice that kid B made this face when kid A gave that really good answer?" Not only does the teacher think back to the lesson and how student A understood the material, but it also lets the teacher know that they can learn if other students made the same understanding without them answering.

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I think both formal and informal coaching would be great help to my campus. With formal coaching, the teachers would reflect more often and set goals for themselves. With informal coaching I think the positivity that would bring would be tremendously helpful! Teachers on my campus can feel isolated and alone at times so coaching would be a way to let them feel more connected and I believe they would be more confident as well. Coaching, both formal and informal, would also lead to improved student outcomes which is the goal.

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Coaches help by asking the questions the teacher may not have thought of previously. The coach might base these questions off their own personal teaching experience or classroom observations. The coach needs to be a good listener in these conversations as well so teachers feel that they can honestly reflect on the pros and cons of the lesson and know they are going to receive support and guidance from the coach in return.

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Coaching conversations are so important in establishing a school climate that promotes positive rapport among teachers and creates a "we're all in this together" mentality where teachers support one another. Informal coaching allows for quick feedback and support when needed. However, formal coaching allows you to sit down and evaluate student work samples and create a plan for student learning. I think my district could highly benefit from having these conversations between teachers and coaches. This would help student achievement improve across not just the school, but the entire district as a whole.

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Both informal and formal coaching are important not just for growing our students, but for growing as a teacher. It provides for deep self reflection on the lessons being taught, deep discussions on what works and what may need a little tweeking, and it also gives a chance to boost the moral of the teacher needing coaching as well as the students.

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Q1 I think it promotes teacher reflections by allowing teachers to not just think about what they are doing/students are doing, but saying it aloud and being able to talk through the process, for me, can be validating-I can find my own mistakes or see what went really good.

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I think informal coaching would impact my campus in a positive way because it wouldn't feel as intense as a formal sit down. I feel there is not as much pressure, it feels like a conversation. The formal coaching would be impactful because it would allow a deep dive into what the teacher/students need. The teacher would get a lot of feedback that they can take back and reflect on.

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Coaching conversations promote teacher reflection because when you are doing and having these conversations correctly, you are giving a new perspective to the teacher. They are seeing their lesson from a different point of view, and the focus is primarily on the direct impact of student learning. You are discussing what happened, good and bad. You should be discussing data, student impact, artifacts, etc. These cause teachers to take the time to truly reflect on what was said, how students processed it and how they can adapt things that need to be modified or changed. Teachers have to dig back into what students said, worked on, or did. Teachers are analyzing their lessons from start to finish with a mentor.