# data[].attributes.body
This blog and interview (podcast) explore the role of the STEM Instructional Coach. The coach gives examples of encouraging, modeling, and monitoring progress of instructors as they integrate STEM into their daily instruction. The coach includes challenges, examples, and successes of their experience.

# data[].attributes.attachment_link.readable_text
Have a STEM question? Leave a voice message for the podcast!

Do you teach STEM, but you are exclusively in a co-teaching or coaching role?

Or, if you are a classroom teacher and you are looking for ways you can co-teach and plan with an instructional coach in your building, this episode is for you.

In today's episode, I interview my longtime friend Becca McMillan. Becca gives us insight into what a STEM coach does, tips for co-teaching, and lesson plan ideas.

Becca McMillan is a STEM Teacher and Coach at a Title 1 elementary school in Colorado. After teaching in the classroom for 9 years in all different grade levels, she took on this role as a new passion and challenge. For the past 4 years, Becca has taught K-5 STEM and also coaches teachers to integrate STEM into their classroom curriculum. She is in a unique, flexible role that allows her to meet the needs of her school community. Becca plans and co-teaches with teachers, which allows STEM to be applied in all content areas rather than being an isolated subject. Becca believes that STEM education is more than just Science, Technology, Engineering, and Math, it is a mindset that provides engaging, real-world problem-solving experiences for students.

Do you teach STEM, but you are exclusively in a co-teaching or coaching role? Well, part of my role in the past included co-teaching along with teaching K through five STEM specials. My longtime friend Becca has more extensive experience when it comes to this role. Becca co-teaches, plans, and coaches exclusively in our building for K through five STEM. You are going to take a lot of valuable information away from this episode when it comes to her role and lesson plan ideas. If you are a classroom teacher and you are looking for ways you can co-teach and plan with an instructional coach in your building, she has some great takeaways for you as well.

Becca McMillan is the STEM teacher and coach at a title I elementary school in Colorado. After teaching in the classroom for nine years in all different grade levels. She took on this role as a new passion and challenge. For the past four years, Becca has taught K through five STEM and also coaches teachers to integrate STEM into their classroom curriculum. She is in a unique flexible role that allows her to meet the needs of her school community. Becca plans and co-teaches with teachers, which allows STEM to be applied in all content areas rather than just being an isolated subject. Becca believes that STEM education is more than just science, technology, engineering, and math. It is a mindset that provides engaging real-world problem-solving experiences for students. I'm excited for you to listen to this episode. I adore Becca with all my heart, and I am so glad that you get to hear from her and all of her amazing experiences.

Well, thank you, Becca, so much for being here. today. We are on take two, we actually recorded this podcast a while back, and then half of it, they record, so it's gonna be even better the second time. I'm so excited about this. I've known Becca for a long time. I don't know how long, maybe eight years. Sounds right. Yeah, we kind of knew about each other before we even met. So I worked with a girl at my first school who was getting her Master's at the same time you were getting your Master's and so you two connected. Then I ended up applying to the school you were working at to teach. I really wanted to teach Kindergarten, and I ended up getting the third grade. But I got the interview. Then my friend put two and two together. Then you had heard about me before, so then you talked to the principal at the time, and then I ended up getting a job. So I like I remember I made you a plan book. You know, we like emailed or something, and I made a plan book, and I gave you something else, but then we were friends ever since.

The rest is history.

The rest is history, in the classroom out of the classroom, and we've been taught together. So I am so excited to have you because you have such a unique role. Even though we teach in the same district. Your role is so unique and so cool. So I think other people really resonate with what you do because I know not everybody has their own STEM classroom, they do more of what you do. So if you wouldn't mind telling us about yourself, your teaching background, and then how you stepped into your unique role in K through five STEM.

Yeah, so this is my 13th year in education. I've taught first, second, third, and fifth in the classroom as an elementary teacher. I did that for nine years. Then this opportunity for this STEM position became available at the school that I moved to after I taught with Naomi at the school where I'm currently at. We had a technology class as part of our specials rotation, and that technology teacher was retiring, and my principal wanted to kind of add more of a STEM aspect to our school, so she transformed the technology position into a STEM position, but we also had lower enrollment, so we didn't need for specials. So my principal's goal was to have kind of a STEM teacher/coach role that could be flexible to make STEM more integrated into all of the content areas of the grade levels. So not in the specials rotation but more flexible so that I was available to create projects with teams and with teachers as it became wanted and needed, and based on what kids wanted to learn and do. So yeah, my position is awesome. I feel really lucky, like you said that it's very unique in the district, which comes with its challenges, but it is also amazing. I love that at our school STEM isn't necessarily an isolated subject, it's integrated, and the kids get to do things with the content that they're learning in real-life problem-solving in a hands-on way. So it's really fun to get to work with all of the teachers and all of the kids in the school to kind of bring us together, I guess.

And I love it, too. I know that from what you've told me, your principal is really supportive of STEM, which isn't always the case with admin, so you have a really great admin because she really fights for your position. I know that you're a valuable asset in this school, but it's so cool too. We'll talk about some of the lessons that you do with the kids. But like you said that they are integrated. I feel like the lessons you teach are more authentic because a lot of times, we'll see lessons just even on social media that "Oh, we played with robots today, good job." But really, what you're doing is you're really looking at the standards, you're using that classroom experience. Then the lessons that you're doing are real in your work in Title One, too. So you've gotten your kids to do some amazing things. We've talked about this with other guests on the podcast, like having them shine in really unique ways. So with your co-teaching and your role, how does that work out? When you're implementing lessons with the teachers, do you have a set schedule? How do you set that all up with the teachers in your building?

Yeah, so my schedule is hardly ever the same from day to day, which I love most of the time, because it keeps me on my toes. It's all based on the needs and wants of the teachers and the kids. So sometimes it's me knowing what content is coming up for teachers and suggesting trying something different, or sometimes it's teachers coming to me and saying, "Hey, I have this unit coming up, and I'm wanting to make it more engaging for the students. What are some ideas you have for that?" Sometimes it's let's give some extra plan time to teachers who need it in a busy time of the year like parent-teacher conferences. So it's nice to be able to be flexible based on what our school community needs and wants. So one of the things that have been helpful is if I'm doing a project with teachers, and they're wanting to try something new, it's helpful to have an extra adult in the classroom to make it feel less scary for the teacher and for the kids. I think it is important to create a safe space where kids and adults can take risks and try new things that maybe they wouldn't have tried on their own. So sometimes, I'll even help with a project. If there's a new tool that we need to learn, a tool to review or say we are using the robots in a project, I'll take the kids for an hour, give the teacher some time to breathe, and I'll review the tool with them. Then the teacher and I will co-teach our content, which has been beneficial in many different ways for the teachers at my school and the kids.

That's super smart, too, because since you don't see them in a specialist rotation, they need a little bit of experience just using the tool just as a tool. So that's really smart. Where you build that background, the expectation, so then the classroom teacher may not know those things. So then, when you come back, you're like, "Hey, we are ready to jump right in. We're ready to go." I know you've done something too because you're also the tech person like me where you manage the school-wide technology. You did something really cool at lunchtime with the boxlight touchscreen boards. What did you do to help teachers with that?

Yeah, we did a lunch and learn because, as we know, sometimes it is hard to find time for teachers to meet because there's a lot happening. So we did this at the beginning of the school year during our teacher work week. We had an hour-long optional lunch and learn. We had just got the new box light interactive panels for all of our classroom teachers. This is something that they're using every day, so I knew they would need some direct instruction with that. So Naomi and I actually took a training together, and then I took what I learned and did a little more research based on what I knew teachers would need and created just a lunch and learn experience with a note catcher. I've organized it so that it would be easy for teachers to look at the notes and remember what they needed to press or do to use the screen when I'm not there. So that was how we did that training. And yeah, teachers are doing awesome with those interactive panels.

Oh, and your slides are really good because I use them to help train my staff. They're like, wait, go back to that slide. So it was just very simple. You took screenshots, had little arrows, and it was really helpful. You even help my building. Yeah, well, I know when I'm in professional development and I take notes, I oftentimes do not remember what I meant if I'm just writing down scribbled notes. So I wanted it to be notes that teachers could take away and use later when they had the time. Oh, definitely. So with that, back to the lessons that you teach, have you had any favorites that you've taught in this role? I'm sure it's really hard to choose because you do a lot of cool stuff. But you mix it up to like, is there anything cool that you've done with your kids that you think other teachers would love hearing about?

Yeah, definitely. Last year, my favorite project that I did with the fourth-grade team. Some of their new science standards are not necessarily new but new-ish. The Next Generation Science Standards talk about learning the internal and external structures of a living creature that helps it to survive. So we did a project where the students first learned about lots of living things and what their internal and external structures were. Then their kind of culminating project was to create an imaginary creature that had structures that helped it to survive. They went through the whole Engineering Design Process of imagining solutions and creating a plan. Next, we built, out of recyclable materials, their creature, and they also used our hummingbird robotics, which is really cool. They come in servos, or motors, and different things that kids can then code to make their recyclable creations come to life. Then we hosted a zoo for the school, so groups of kids could show off their creatures that they created and had their code ready to go so they could flap their wings or light up their eyeballs and explain how the creature protected itself and used its structures to survive.

I remember you showing me the videos there. It was cute. And now what I love is younger students ask like when are we going to do we get to do that in fourth grade, and we're going to have our own Zoo. So that's what I love. Was the coding part hard with that because I haven't tried the hummingbird robotics? I think last time when we first recorded this, I was waiting to see if I got the grant, and I did. So I will get to try these out. Was that hard? Because we're used to building stuff, but you took it to the next step where they're actually building a robot. Was that a hard process for you?

It was. I remember taking a kit home of the robotics and when trying to build something and then doing my own code. I eventually figured it out. But it is hard to learn something new. So I was a little nervous going into the project, not knowing everything. But then what was so cool was I didn't need to know everything, the kids, it's kind of an innate thing. I think this generation figures it out. Before each day of creating, we would gather all the fourth graders in the library and have groups share what they learned about coding the hummingbird robotics, and then they would become the experts. So I remember one group figured out how to make their creature make noise. So then they were the experts to go help their kids if they wanted to do that with their creature.

Oh, that's so smart. You're gonna have some teachers like, "Oh, you're the one kid who knows all the tech stuff." Like you had, it just very differentiated itself. Like, oh, you figure it out. Alright, go ask this kid like is more on the spot because you never know. Yeah, so that's so good. I'm gonna have to steal some of those pictures and videos to put in the show notes for this because it's hard to visualize what you're talking about. But it's super cool. Like, it's really cool what they did with her. I know your little kids, they're not there yet. What have you done with your little kids that's been a cool project?

Yeah, something that is happening right now, which I am really excited about, is with one of our second-grade teachers. She was hoping to find more of an authentic audience for her kids with their writing, which one of our school-wide goals is to help kids grow in writing. Also, one of her personal goals is to use Seesaw in more authentic ways. So she reached out asking what my suggestions were. Something I had always wanted to try and never had was connect using the Seesaw blog with another classroom somewhere else outside of Colorado. It just so happened that the writing that they were doing at the time was descriptive essays about Colorado. So we were imagining that it would be really cool to connect with a class outside of Colorado. That's an authentic audience of teaching them about where we live, and then hopefully, they would teach us about where they live. So I posted on the Seesaw ambassador Facebook group, just hoping to find someone that would want to connect, and the teacher that ended up reaching out was a teacher in Tanzania. So she is actually from Colorado, and moved out there and teaches third grade in Tanzania. So now the Seesaw blogs are connected, and they just happen to also be writing informational texts about Tanzania. It just worked out really cool. Kids read their descriptive essays in front of a green screen, and then they picked a Colorado background. So that was how they published their writing. Then we posted it on Seesaw for their pen pal to listen to, and they also did an introduction of themselves. So that's been a fun way to integrate writing, technology, global citizenship, and building relationships.

Yeah, and that's a real authentic audience because I talk about Seesaw all the time in this podcast. But we know on Seesaw, it's usually their peers, their parents, and their teacher who can see it, which is really great. But it's someone who's their age across the world. I bet that would motivate kids who have a hard time staying motivated with writing and might not be their favorite, but they know that someone their age far, far away is going to hear it, and they have to produce something because they're going to produce something for that.

Exactly. They're loving it. They're learning about Tanzania, and now too, which I don't think they ever would have before, and with kids their age that actually live there.

That is so cool. That is amazing.

Making the world a smaller place.

Yeah, I love that. I know like you're super connected in your school, too. I mean, it's super cool that you're in the classrooms all the time. I know your co-teacher, the PE teacher, and that you've even brought your whole school community altogether. Like even having that authentic audience. Tell me more about what you've been doing this school year. I talked you into it, but you've been loving it.

So Naomi was my inspiration to start school-wide news broadcasts. Naomi is doing the same at her school. So we have a performing arts teacher this year instead of a music teacher, which has been really cool for our school as well, and she was on board with starting the news broadcast as well because that's in her wheelhouse. So it was nice to go into it having a partner to do that with. We've become this team where she organizes the kids to record the news, and then I edit with some help from the kids. We're slowly putting more responsibility on the kids to do all of the recording jobs and the editing jobs. What I love is that it is really bringing our school community together. We started out recording teachers to do the news, and then hilarious just seeing the younger kids now, the older kids, the teachers, and vice versa. We were having teachers do book recommendations, and I've seen multiple times kids who aren't in that grade level go to that teacher and ask to borrow their book. So that's been really heartwarming. We've come up with some quirky segments we just started, would you rather Wednesday, and two of our fifth-grade teachers are hilarious and give us all kinds of bloopers. But they did our first would you rather Wednesday, and it's just an authentic way of also getting kids to talk about their opinions, kind of a little debate, which is only going to help their writing as well and bring their classes together to talk about those topics. Yeah, it's been fun. Kids are begging to be on the news there. So it's just been strengthening our school community even more. It's been really fun to be on the other side of it and connect people in that way too.

Oh, totally, it's one of the most favorite clubs I've ever done. I've done clubs my first year teaching, and it's like one of those things. You're building the airplane while it's flying. I started last year. Like when I was telling you like, Well, we tried this, and then this, when you probably see the same thing. I have to do a whole podcast episode about how to set it up. But yeah, it's pre-recorded, not live. You do pre-recorded also, which I highly recommend just thinking about your time. I feel like when you do things live, it's just something's bound to not work. But it's so much fun. It's such a cool thing too, and your role. It's almost like having your own class again, have you felt that way?

Yeah, because now I have my editing kids, they come down at their lunch and recess time on certain days. Even if I have a class in the Makerspace or I'm doing a project, they still know where to find me. They can sit and do their editing work while I am doing what I need to do. So that's been a nice way of building independence for them, too, in our little crew. They're really proud to be on that editing crew and the same with the kids who report the news as well.

Oh, yeah, it's living their YouTube dreams. Even though it's not on YouTube, they're living it out. So I know that I mean, with any role, it's not all perfect and beautiful. Everything has its challenges. Is there any advice that you would give to somebody who might be in a similar role to you? Anything that surprised you, since it can be a little bit scary working with teachers and then making connections with kids? What would you say to someone who's doing something like you or wants to get started in that role?

Yeah, I think with any big change, it's important to just start small and grow from there when you're doing anything new. I've leaned on Naomi a ton and other people that are in similar positions. I think that's super important. Reach out to people who have similar mindsets that you can learn from and grow from, and then put your own twist on things and be inspired by other professionals. I would say that in a role like mine, it was really important to capitalize on teachers and students who were already ready to try new things and get on the STEM bandwagon and share the strengths and the successes that we've had to inspire other people to take those risks and try new things as well. That's how it's spread at my school. That would be my advice in a similar position. But with anything, it's a big change or something new. I think that it's important to start with the positive, and then it will spread like wildfire.

Oh, I think so. I mean, you're doing a great job. As I said, your principal wants to keep you and does everything she can to keep you around. So I know that you're doing a great job, and as I said, I love seeing the pictures and videos you send me or text me. We always text all sorts of that stuff, but I love the STEM stuff especially because it's just so exciting to see what you're doing. You have a really cool role. So I think your advice is really good for people because it can be like, I don't know, some teachers might not like to be told what to do, but you're not someone who tells people what to do. You're very good at collaborating and meeting them where they're at. So I think you're the perfect person for the role with your growth mindset and willingness to try new things all the time. So yeah, great advice. So if teachers wanted to connect with you, what would be the best way they could reach out if they have any questions?

They can reach out to me on Instagram at beccaroniandcheese22. I'm happy to get any emails. You are welcome to email me. Yeah, I'm happy to connect.

Perfect. Well, I'm sure you'll be hearing from some people. I know they got a lot of good ideas from the lessons you talked about. I'll grab some pictures from you, too, especially those hummingbirds. Those are super cool. Yeah. But thank you so much again for take two. It all worked out. I would have never known this is a second time. But I appreciate your time. I'll have to have you come back and talk about some other things. I know there's something else I want to ask you about in another episode.

That'd be great!

Yes, please. Perfect. Well, thanks again, Becca.

Thank you for having me!

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can't wait to connect with you and be your guide!

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate?

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You'll learn systems and routines that will create control in the chaos and that will keep you organized all year long.

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

# data[].attributes.attachment_link.title
What Does a STEM Coach Do? with Becca McMillan [ep.40] - Naomi Meredith

# data[].attributes.attachment_link.description
Have a STEM question? Leave a voice message for the podcast! Do you teach STEM, but you are exclusively in a co-teaching or coaching role? Or, if you are a classroom teacher and you are looking for ways you can co-teach and plan with an instructional coach in your building, this episode is for you.

# data[].attributes.body
Emotional Intelligence is important for those in STEM careers. This post describes the importance of EI for interactions in STEM jobs. The article also includes the steps that Australian universities have taken to improve EI among medical and engineer students.

# data[].attributes.attachment_link.readable_text
It's no secret that great technical skills are highly sought after in STEM graduates. But hiring managers often state that high emotional intelligence (EI) is an equally important quality for prospective employees. Read on to find out exactly what employers are looking for and how two universities have taken steps to ensure their grads develop these skills.

What is emotional intelligence?

The term 'emotional intelligence' is relatively new (it was created by two psychology researchers in the 1990s), but the concepts are fairly intuitive. EI is defined as the ability to recognise, understand and manage your emotions and the emotions of others.

Psychologist Daniel Goleman breaks down EI into five core components :

1. Self-awareness - the ability to recognise and understand your moods and emotions, and how they affect others

2. Self-regulation - the ability to control impulses and moods, and to think before acting

3. Intrinsic motivation - being driven to pursue goals for personal reasons, rather than for some kind of reward

4. Empathy - the ability to recognise and understand others' motivations, which is essential for building and leading teams successfully

5. Social skills - the ability to manage relationships and build networks

It's clear that EI skills are useful for all instances of interaction - whether at home, socially or in work environments.

There have been numerous studies that show that workers with high EI go further in their careers. On an individual level, they are better at motivating themselves . Team members with high EI are highly effective at building up trust and fostering collaboration. The ability to empathise with others is also essential in preventing and resolving conflicts . All these skills add up to high individual performance in workplace tasks, a boost to the whole workplace performance and a happier workplace environment all-round.

EI a must in medicine

Medicine has one of the highest ATAR entry requirements of all tertiary disciplines, but it's increasingly being recognised that doctors need high EI as well as the essential academic prowess. From showing compassion to patients, reading emotions to improve diagnoses and communicating effectively with staff, patients and family members, doctors need exemplary EI.

Bond University has become the first Australian university to implement EI requirements in the selection process for its medical program . The new Dean of Medicine, Professor Kristy Forrest, explains that the new EI testing has been introduced to reflect that emotional skills are critical in the medical workplace. "You need to be able to work in a team, to change behaviour, and to display kindness, consideration and empathy", says Dr Forrest.

In the past, students were selected based on their ATAR and an interview process. This year, the highest-ranked students (according to their ATAR) will take the EI test before participating in interviews, from which the top 120 students will be offered a place into the four-year Bond medical program (Bachelor of Medical Studies followed by a Doctor of Medicine).

The EI test has been developed by an Australian organisation which specialises in developing psychometric assessments. "Our message is that students need to work on developing their emotional intelligence in the same way they work on their academic performance, emphasising the fact that both IQ and EI are important to be a successful doctor," says Dr Forrest.

Equally essential for engineers

Engineers don't just work on technical solutions behind the scenes - they need to understand how their solutions fit into the community and environment , work in interdisciplinary teams and communicate with a range of stakeholders. These situations all require high EI. To become a professional engineer, engineering graduates are required to seek accreditation with a professional body such as Engineers Australia. To achieve this, applicants have to demonstrate core competencies , which not only include technical expertise, but professional and personal attributes, which are strongly linked to EI.

Compulsory "soft skills" training is being incorporated into the curriculum to foster high EI in engineering students at Monash University. Managers of Student and Academic Services, Andrea Waller and Lindsay Guy, explain that training programs to enhance EI are available throughout programs offered to both Bachelor and Masters of Engineering students at Monash.

"Emotional intelligence is critical to engineers", says Waller. " Graduates will need to have the emotional intelligence to be able to translate the needs of the community back to their engineering team."

EI development is incorporated into the engineering curriculum, which is designed to align with Engineers Australia core competencies. "Students work in multidisciplinary teams, which mimics what they do in the real world, and they are learning to communicate both technical and non-technical aspects of the project to different people," Waller says.

Monash also offers extra online courses for all students called Leap into Leadership . These programs have been designed with the input of feedback of industry advisory boards. "The feedback we get is that, yes our students are great with technical skills, but sometimes they need help with resilience, leadership and emotional intelligence", says Waller.

All students enrolled in a Bachelor or Masters are encouraged to undertake the leadership modules, which focus on employability and leadership. Waller and Guy point out that the module on Personal Branding is strongly linked to EI. "It's all about who you are and how you fit into the workplace."

Additionally, Monash students can apply for the Monash Engineering Leadership Program , a three-year program that prepares students to be leaders in their chosen engineering fields. This competitive program is run by industry leaders and aims to give students a professional edge, including entrepreneurial experience and EI training.

"It's so important for students to not only have academic skills, but also to understand themselves and others", says Guy.

Tools to improve your EI

Keen to improve your own emotional intelligence? Check out the leadership programs offered by your university - most will include practical EI tips. Engage in activities that require teamwork, whether it's a problem-solving competition or a sport. There are also heaps of online resources to help with developing EI for the workplace, such as .

# data[].attributes.attachment_link.description
It's no secret that great technical skills are highly sought after in STEM graduates. But hiring managers often state that high emotional intelligence (EI) is an equally important quality for prospective employees. Read on to find out exactly what employers are looking for and how two universities have taken steps to ensure their grads develop these skills.

# data[].attributes.body
The Cognitive Coaching cycle allows mentors to take a coaching stance for novice teachers. I appreciate the empowering solution-based cycle of Cognitive Coaching. The cycle builds trust and self-awareness with questions and feedback to develop autonomy and confidence through planning, assessment, and reflection. I appreciate the summary of the cycle in this article.

# data[].attributes.attachment_link.description
Experienced teachers can be wonderful mentors for novices, but it’s important to also give them support when they need it.

# data[].attributes.body
The format of these sentence stems follow the 4 four components of effective communication: Listening without judgement, asking meaningful questions, paraphrasing for clarification , and feedback for reflection. This could serve as a resource to strengthen communication especially for beginners, like me.

# data[].attributes.body
Houston ISD has compiled has many resources, templates, and strategies in one website for professional learning opportunities. This would be a great resource for coaches to share with those they coach. This page of the website provides a concise/resource-heavy explanation of "tight transitions" which is vital the to pacing of instruction. Resources like this allow the coach to empower the instructor to support goals.

# data[].attributes.attachment_link.title
Professional Development / Tight Transitions

# data[].attributes.attachment_link.description
Tight Transitions is a quick and effective practice that students perform without extensive guidance from the teacher. Transitions are the points during a lesson when students end one activity and begin another or physically move from one place to another.

# data[].attributes.body
Emma has an excellent form for SMART goals. The form includes questions for each component, as well as space to brainstorm actions to overcome obstacles. This would be an excellent resource for coaches as they empower others to make goals toward professional growth.

# data[].attributes.body
This blog entry include 4-steps that mirror the improvement cycle that one would use to respond to data. It includes a helpful graphic to reinforce the process of goal creation and attainment. Finally, the content creator has provided a coach's toolbox with links to resources. This models the coach's role to support growth with resources and encouragement.

# data[].attributes.attachment_link.title
A 4-Step Process for More Effective Coaching

# data[].attributes.attachment_link.description
If you’re frustrated with your coaching results, you might need a stronger foundation. Try adding this four-step coaching process to your toolkit.