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Organizing Coaching through Cycles

Setting Goals for the Coaching Cycle

Using Standards-Based Learning Targets

Using Student Evidence to Co-Plan Instruction

Co-Teaching with a Focus on Effective Instructional Practices

Coaching cycles and setting goals

Measuring the Impact of Coaching on Student and Teacher Learning

Partnering/Seeking Support of the School Leader

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

On the pop-up, add your name, then record a response the the question, "How do the actions coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching?", then click publish

On a second pop-up, add your name, then record a response to one other participant's post.

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The preparation that happens before formal coaching supports effective coaching because it helps make the conversation intentional and tied to what students are actually doing. When coaches plan the cycle, set a clear goal, and review learning targets and student work in advance, the conversation remains focused on learning rather than personal preference. It also helps teachers reflect on the instructional choices they made and the resulting student outcomes. That preparation makes coaching feel relevant and worthwhile because teachers can leave with a concrete next step that connects to student needs.

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Coaches have to understand all aspects of what effective teaching and student learning is. Coaches must be prepared so that the conference they have with the classroom teacher is focused, respectful, data-driven, and has impact on student learning in the classroom.

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The coach is staying student and strategy focused. They are being intentionally looking at the standards, and using student evidence. They are keeping personal feelings out of the conversation. They are using the data that is being collected to help guide the conversation. They are helping the teacher develop usable strategies that they can implement. The next steps are explicitly laid out.

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I believe if the coach prepares for the session it helps guide the discussion and doesn't feel as a directive but truly as a here is what went really well and here is where I think you can push yourself and your students farther. I think the mentality has to be shifted from "doing wrong" to simply growing in my craft and seeing that growth in my students' work. When the coaching is centered around the work of students, everyone is working for the same goal.

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I think that the actions they take go on way before we even meet with a teacher or even watch them in their classroom. Our intentions as a coach determine the effectiveness of the whole situation. We must be positive, encouraging, knowledgeable about the standards and areas others teach, as well as base all of the criteria on student learning.

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When coaches take time to prepare for formal coaching sessions, it really shows in how effective the coaching is. Preparation lets the coach come in focused and respectful of the teacher’s time and work. Looking over student data, lesson plans, or past notes ahead of time helps the coach keep the conversation centered on students instead of opinions. That makes the feedback more meaningful and relevant.

Being prepared allows coaches to come in with intentional questions that push teachers to think for themselves instead of being told what to do. That’s a big part of effective coaching because it empowers teachers rather than policing them. When goals are clear and the coach creates a safe, confidential space, trust grows. Teachers are more willing to be honest, reflect, and try new strategies. All of that leads to coaching that actually supports growth instead of feeling like just another meeting.

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Coaches make organized plans that are curated to individual teachers and their students needs based on the data. They take the time to think of ways to elevate the lesson, ask questions that are relevant and thoughtful, they drive the conversation on student outcomes, they share research based best practices. Planning for coaching directly effects if it will be effective!

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Coaching is not about "fixing" anyone, teachers or students. The focus is student-centered and how to move students and improve student outcomes. They provide ongoing PD and takes time. Coaching is focused on student achievement using standards-based learning targets. We must be deliberate using student evidence from formal assessments to make instructional goals and effective instructional practices. Coaches and teachers are equally engaged in instruction in the classrooms. Students' and teacher learning should be impacted by the coach.

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Formal coaches must prepare by setting goals on student data, mapping out a specific cycle, and shifting focus away from judging the teacher so that they move toward an encouraging professional partnership. Prep work should also include grounding the session in evidence, keeping on task with the objective, and focusing on the "sweet spot" where kids actually need help.

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When coaches prepare for formal coaching, their actions make coaching more effective by:

Setting a clear focus so the conversation has purpose

Centering the teacher by planning questions that support reflection and ownership

Using evidence (data or notes) to guide meaningful discussion

Building trust by showing professionalism and respect

Staying flexible so the coach can respond to the teacher’s needs

Overall, preparation helps coaching be intentional, supportive, and impactful.

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When coaches prepare thoughtfully—by grounding conversations in evidence, clarifying goals, aligning to frameworks, and planning reflective questions—they create the conditions for effective, trust-based coaching that leads to improved instruction and student learning.

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Coaching is about being intentional. Intentional planning should lead to effective coaching.

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A Coach's main goal is to help bring about improvement for his teacher in order to produce a positive impact for their students. To be an effective coach, one must take the time to consider where that teacher was and where they want be. An effective Coach prepares so that the valuable time of a coaching session is time well spent. This includes the creation of thoughtful, intentional questions to prompt dialogue for teacher reflection. Knowing when to provide praise and/or constructive criticism. All this is done with the ultimate goal of positive student impact in mind.

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By preparing for formal sessions through data analysis and rubric alignment, coaches ensure the conversation remains student-focused. This preparation allows the coach to act as a bridge, helping the teacher move from a general understanding of the curriculum to a targeted application that meets the specific needs of their students.

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When preparing for formal coaching, coaches analyze goals, collect evidence, create question to help with reflection, and align instructional priorities to create a focused, reflective, trusting, and implactful meeting.

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The actions coaches take as they prepare for a coaching session is just as important as the actions teachers take in planning for a lesson. "Intentionality." The coach should be well versed in what student success should look like in order to fit the needs of the teacher/coachee. They should be well organized so that the structure of the meeting is cohesive and informative, without it being overbearing and demanding. A coach should know how to be empowering and helpful so that the buy-in is there and growth is willing to take place.

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As a coach is preparing for a formal reflection with the teacher, it's important to always keep the students in focus. What did we see from them that day and what can help them more in the future. The students have to be the center of the goal, they have to be the center of the feedback. Doing this helps the teacher to see what their purpose should be for a lesson (not just to be fun) but also when something doesn't go right, directing it back to the student and knowing how to help the teacher redirect their methods isn't as "direct" like "You did this wrong, you should have done this..." It's a REFLECTION. We aren't there to "fix this teacher and their strategies", we are there to help the students and we do that by helping the teacher.

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Preparing for a formal coaching session should be intentional. Knowing their teachers and the goal of the formal coaching session will help them be prepared to guide that teacher to self-reflect in a meaningful way. With the intent on being supportive and respecting the teacher and their abilities in the classroom, this can be essential to giving the teacher a safe space to really look at their impact and how to make minor improvements to increase student growth. B

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Just like a teacher has a "plan" before going into the classroom to teach each day, a coach must have a "plan" before observing a teacher. The teacher knows the students' needs based on data and observations, but the coach should ask the teacher before the observation, "How can I help?". When you are observing, you are looking at many things, but you (the coach) need to focus on the immediate need that the teacher has already told you about. Now, if you see other "things", address them in a supportive way with the teacher after the lesson in a coaching session.

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There is a lot of preparation that takes place for formal coaching to effectively support a teacher. Coaches have to first build relationships for the "buy in". Once that is done the support and work starts. Clear goals, planning, and finding the needs of both the students and teachers are important. As a short termed state literacy coach, I had to get information from my coachees that helped me with getting to know them. Then working inside the room to view teaching and student learning. Gather data and set goals that will be impactful to both teachers and students. Teachers can then leave with next steps for success.

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If the two collaborate on a goal, then it becomes a team that is willing to do whatever it takes to meet that goal. It is way less likely to become personal or intimidating when those goals are set based on student outcomes. This leaves little room for coaches preference and opinion being the guiding criteria. It also leaves little room for the one being coached to cast blame if he/she believes in teacher efficacy.

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Preparation is just as beneficial for the lead as it is for the mentee. When prepping effectively, one is able to always keep a goal oriented outlook, they can be reminded of the process, and it can hold the coach accountable. Likewise, when proper prep is completed, the meeting sessions become productive with student and teacher growth at the forefront. It is important for teachers to be able to leave with a positive outlook and feel motivated and as if the meeting was productive to them.

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Coaches should prepare for a formal coaching session by knowing the instructional goals and outcomes the teacher is setting for the students, preparing questions to ask the teacher about the lesson, reviewing student work and anticipating a plan for future goals. Being prepared can help foster trust with the teacher and it shows that the coach is knowledgeable and can support the teachers needs.

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Just like in good planning for a lesson, preparation for a formal coaching session offers the chance for increased student (teacher) achievement. Being ready for the session offers a plan for success.

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Effective coaching begins well before the actual coaching session. Coaches must be aware of previous goals set in the cycle so they specifically look for the evidence of this goal. Additonally, coaches will guide the mentee in reflecting on what students are learning, how they are learning it, and how it is being assessed. Support must be provided with knowledge, strategies, and/or resources, all of which must be loosely planned out before the coaching session.

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Preparation before a coaching session is essential because it has to be centered on a certain goal. They have to be able to focus on a standard and break it down to see what is expected from the lesson and student to be able to understand. Prepping gives time to develop important questions to ask and formulates best practices.

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Just like most things in life, the outcome is better when you have a plan and are intentional with time and efforts. The coaches preparation sets the tone for a successful coaching session. Being well prepared respects everyone's time and brings a sense of urgency and importance to the work that is taking place.

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When coaches prepare for formal coaching by setting goals, reviewing student data, planning what to observe, and establishing clear norms, they strengthen effective coaching by keeping conversations focused, supportive, data-driven, and centered on student learning while building trust with teachers.

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In a formal setting coaches are showing professionalism, and respect with the intention for helping other teachers grow. Their goals and objectives are clear, they are prepared, communication is strong, and all of this helps keep the coaching focused and meaningful for teacher growth.

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The actions coaches take in preparing for coaching in a formal setting support the characteristics of effective coaching by being prepared before the conference with the teacher. Staying on task once in the conference and remembering that the overall goal is the impact on the student. Both the teacher and the coach must be engaged in the conference in order for it to be effective coaching. It is important for there to be active listening as well as constructive feedback. A feeling of safety and mutual respect are important aspects to effective coaching.

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It is so important to be prepared for formal coaching. Coaches must know what the teachers want to work on and their goals. The coaches must have goals of their own as well. They must make sure they are knowledgeable in the areas that need attention and how to help address those needs in a coaching way and not a directive way. This must all be in a respectful way that empowers the teacher and impacts student learning in a positive way.

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The actions that coaches take in a formal setting support the characteristics of effective coaching by focusing the session on student evidence alongside the standards based learning target. The coach who encourages the teacher and provides effective feedback is key to a productive coaching session. The actions that the coach takes in preparation such as research or organizing the session so that everyone is on task is important to a good coaching session.

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coaches have to understand the aspects of effective coaching and then be intentional with the implementation of said aspects.

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I feel the actions of the coach take as they prepare for the the coaching session are so very important. An effective coach will be prepared for the session with the notes and information on the teacher's lesson form the preconference and be familiar with where the teacher plans to take the students with their lesson. The coach who enters the session prepared with the knowledge and and understanding of what the teacher is trying to accomplish is a stronger asset to the growing of the teacher, their ability and success, and eventually the success of the students. A Coach who faces this formal session with preparation will be ready to engage with the teacher as he/she encourages the teacher makes the whole process worth while, beneficial, and a strong growing experience for all involved.

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The work coaches do before a formal coaching conversation is what enables effective coaching to happen. By reviewing observation notes, student work, and the teacher's specific goals beforehand, coaches can keep the conversation grounded in classroom reality using specific evidence. Having thoughtful, open-ended question prepared ahead of time guarantees the session stays teacher-centered and inquiry-based. Identifying and affirming strengths allows coaches to honor teacher expertise while pushing reflective thinking. Analyzing data through the student work keeps the focus on student impact. With this preparation, coaches can be fully present, listening deeply and facilitating genuine reflection that leads to improved teaching practices and better student outcomes.

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Instructional coaching is not about fixing teachers or students. It is a student-centered process focused on improving learning and outcomes. Coaching provides ongoing professional development that takes time and is grounded in standards-based learning targets. Effective coaching relies on intentional use of student evidence from formal assessments to set instructional goals and refine instructional practices. Coaches and teachers work as equal partners in the classroom, with the shared expectation that coaching positively impacts both teacher growth and student learning.

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The actions coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching because it shows that you value the teacher you are coaching by being prepared to give them the best of you. Part of this cycle of preparation work is to have a goal set and to make sure your teacher knows that goal. Know your target. Make sure you use student evidence to measure the impact of your coaching on student and teacher learning. The teacher you are coaching needs your support. Your coaching should make them feel excited about going into their classroom and tying new and interesting ideas yall have discussed to bring enlightenment and growth to their students.

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Coaches’ preparatory actions for formal coaching cycles directly support effective coaching by ensuring clarity, relevance, and measurable impact. Reviewing student data/artifacts beforehand supports observations in evidence and enables targeted, data‑driven feedback.

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Without preparation, there is no intention. Intentional practices create excellence. Coaches must prepare for the conversations they will have and emotions that may come with that. Preparation will look different based on where you are in the cycle of coaching. Coaches must stay focused on the student data to drive teacher improvements.

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Preparation shifts the focus from teacher evaluation to student impact. When a coach arrives with a plan grounded in student evidence, they can lead a data-driven reflection that empowers the teacher to own their professional growth.

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Coaches demonstrate the characteristics of effective coaching by preparing intentionally for formal coaching sessions, using data and student evidence to guide conversations, setting clear goals, and planning questions and supports that promote reflection, trust, and meaningful instructional growth.

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The actions coaches take when preparing for formal coaching directly support the characteristics of Effective coaching by creating clarity, trust, and focus on student learning - all of which lead to stronger instruction and improved student outcomes.

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It is important for coaches to be prepared when coaching for many reasons. We need to check our motives and attitude so that we are helpers and encouragers and not know-it-all bosses that think we have all the answers. We need to be prepared to keep the conversation student-learning focused and not teacher-teaching focused. We need to be ready to ask questions and listen. We need to be familiar with the standards so that we can make sure that the standards are being learned.

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The actions coaches take as they prepare for formal and informal sessions support the characteristics of effective coaching by helping them to meet teachers where they are, develop relationships of trust, gather relevant evidence and a clear understanding of need, and focus all efforts on student impact.

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When coaches take time to prepare for formal coaching, it makes the conversation more focused and helpful. Looking at student data, lesson plans, and student work ahead of time helps the coach know what to talk about and what the teacher really needs support with. This preparation keeps the conversation about helping students learn, instead of being based on opinions. When coaches come in with a clear plan and goal, they can ask better questions, help teachers reflect, and leave them with clear next steps. Being prepared helps coaching feel meaningful and useful, and it leads to better teaching and better student results.