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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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Coaches support effective coaching by preparing ahead of time. When they review student work, look at data, and clarify the goal before meeting, the conversation stays focused on evidence instead of opinion. This helps them ask better questions, promote reflection, and keep the focus on student learning.

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Coaches prepare for formal coaching by engaging in intentional (personable, honest, and transparent communication) and data-driven actions (reviewing student work and class data before and with teachers). This directly aligns with the core characteristics of effective coaching. These steps help ensure that coaching is structured, focused, and leads to the teacher's and student's ultimate needs.

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The actions that coaches take as they prepare for a formal coaching session directly enables the core characteristics of what effective coaching looks like. Preparation ensures that the coaching will be purposeful and evidence based. This will lead to meaningful instructional improvement and stronger student learning outcomes.

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Coaches that prepare show that they are being intentional in the coaching process. This creates a trusting environment between the coach and teacher. Coaches should spend time looking over the lesson, understanding the objective and analyzing student data. Constructive and direct questions and feedback allow the coach to guide the dialogue with the teacher and help the teacher reflect on her instructional practices with ease. Coaching leads to improvements being made to instruction which then leads to improvement in student outcomes.

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When a coach is prepared for the informal meeting, the meeting has the best chance at being successful and impactful. Coaches should be prepared with leading questions that guide the teacher to reflect. They should have already viewed student data or work and have comments and feedback ready to share. They should have ideas for improvement while also having positive encouraging comments ready. They should be prepared to really listen the teacher and be attentive. Coaches should be a guide in the process, not take over the meeting, but prepared to let the teacher do most of the talking. They should be ready to help plan the next steps. If they do not build a relationship with the teacher, they will not be a successful coach to that teacher.

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Coaches must also prepare for coaching cycles, just like teachers prepare for lessons. The goal for the cycle is one of the most important pieces of the puzzle. Just like with a classroom lesson, we must prepare for the end goal in mind. That way we stay focused. Setting that focus from the beginning with that goal keeps you on a clear path.

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If a coach truly wants to COACH someone (not tell them what to do), they will create a coaching goal that is specific and pertains to the educator they are working with. If they follow the 5 Steps framework, and use data to help them, then they are better able to be as effective as possible in their coaching.

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The actions the coaches take (as they prepare for formal coaching) support the characteristics of effective coaching because the coaches are preparing and practicing to be effective coaches. They are setting standards-based goals using cycles based on student evidence (data). There is also emphasis on co-teaching with a focus on conveying effective instructional practices - the coach is reviewing those practices and thinking about how they use these in their own classrooms. They are also preparing to measure the impact of student learning by reviewing rubrics and looking at data prior to coaching. All of these practices help to prepare the coach to be an effective coach, not just a mentor or friend. A good coach has to prepare before they can advise or help anyone else. They also must reflect and make sure that they are following these practices themselves. One cannot help someone else if they don't have any experience in "practicing what they preach".

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Coaches have to prepare for their coaching meetings so that the meetings are intentional and effective. The coach and the teacher(s) are able to accomplish what they need to in the time allotted to them. This creates a respectful environment between the coach and the teacher(s) because the teacher(s) see that the coach is invested in their meeting and their learning.

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Actions coaches take as they prepare for coaching in formal settings to support the characteristics of effective coaching include preparing ahead of time, taking good notes during the observation, and reviewing student data and work prior to the conversation. If the coach is not prepared when the meeting takes place, they lose their credibility and it is a waste of time for the teacher. Coming to the meeting prepared helps the teacher feel supported, relevant, and important. Setting a goal for the teacher and the meeting also helps the teacher to feel supported.

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Referencing from the video that we prior watched. I saw how prepared the coach was to guide her colleague to success. She discussed how in her script (notes) what she saw and heard from the teacher and students. Just having those artifacts to refer to when coaching helped guide their conversations. You could also see how prepared the coach was for their meetings. Also having student data to drive the conversations, was huge on the impact. Overall the caring aspect the coach had for the teacher and student success was amazing!

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I really connected with the idea that effective coaching begins with preparation. When coaches take time to understand both the teacher’s goals and the intended student outcomes, they are much better equipped to provide meaningful support. Like we saw in the video, it is also especially helpful when coaches are working as co-teachers and teaching the same lesson together, because it allows for shared reflection and collaboration.

One point that really stood out to me is the importance of reflection after every lesson. Every lesson we teach gives us information about what worked well and what needs to be adjusted. Even after 12 years in the classroom, I still reflect on every lesson I teach. There are many times when I find myself changing instruction in the middle of a lesson based on my students’ needs. I think modeling this reflective process for new teachers is so important. When we openly talk through our thinking and explain why we make instructional changes, we help them develop those same reflective habits.

I also appreciated the emphasis on using student data. I honestly never realized just how important it is to consistently look at student data as part of the coaching process. Reflecting on this has made me realize that I have not been incorporating that enough with the new teachers I coach, and it is definitely something I want to improve moving forward.

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Coaches support effective coaching by being intentional, prepared, and analyzing. When the coach is intentional and prepared, they are able to cover all that is needed. They can make sure their time is well spent, focusing on lesson plans, student data, digging deeper, and giving feedback. They can also challenge the teacher when necessary. All of these characteristics will help lead to success for both the teacher and students.

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The action that coaches take when preparing for formal coaching sessions directly impacts the level of impact on students within the teacher's classroom. By consistently using data-driven analysis, deep pedagogical knowledge, consistent feedback. and a collegial approach, coaches are able to move teachers across the continuum of reflective decision-making which in turns leads to better engagement among students and directly impacts student growth.

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When a coach and teacher sit down to review student data and set clear goals, the focus stays on student learning. By asking thoughtful, reflective questions, the coach helps the teacher analyze their own lesson and identify strengths and areas for growth. This approach encourages the teacher to take ownership of their practice, engage in meaningful reflection, and collaborate in setting purposeful goals based on student data for the next coaching cycle. This seems like a positive way to provide feedback that will serve more as a partnership in the future than a "boss".

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Preparation for coaching in a formal setting supports the characteristics of effective coaching because it makes the coaching session intentional and responsive. The coach is able to come in with prior information and data from classroom observation for discussion. This allows the time spent to be focused on the teacher's students, classroom, and data. This allows all discussion to be goal driven, personal, and focused. When a coach is able to plan the questions they have and the strategies they think may help, it gives them a base line but allows them to be flexible to the open communication between mentor and teacher. Coaches are able to reflect on the teachers lesson, classroom, and goals more objectively when they can plan rather than allow emotion and judgement to enter their opinions. They are more level headed, data driven, intentional, and focused on the success of the teacher, and the main objective is student impact.

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Preparation is critical for coaches. It helps them focus in on the important work for that specific teacher. When a coach is prepared, it helps the teacher know they can trust their time is valued. It creates a level of respect and rapport that is important for a coach-teacher relationship. This allows for the most growth to take place.

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Coaches should prepare for formal coaching by intentionally planning what needs to be addressed during their meeting with the teacher. This planning may include reviewing notes from their observations, analyzing any student work samples, studying the standard and objective used, reviewing data, creating a list of purposeful questions, and preparing any constructive feedback that may be needed. Coaches should also take time to reflect on their own teaching to ensure that they are giving realistic feedback and suggestions. These actions support the characteristics of effective coaching because proper planning allows the collaboration to be focused and impactful. If a coach is prepared, the teacher receives student-centered feedback, validation, and individualized encouragement.

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Coaches must support and guide, not just tell. What they see should be based on facts from their observations and student work/data. Strengths and weaknesses should be addressed throughout based on student work and data, not just what someone thinks. A coach has to be trusted to be fair in their assessment of the lesson and work to help provide the teacher with an arsenal of strategies, information, and skills to move them forward just like students need to move forward. Specific examples of what is seen within the classroom are more effective in reflection to improve.

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The coach having a plan prior to coaching in a formal setting is important because it allows for less wasted time and it has a clear purpose for the team to focus on. It also helps the meeting have purpose and direction for next-steps.

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The actions coaches take to prepare for coaching in formal settings support the characteristics of effective coaching because they are laying the groundwork for a positive relationship. No matter what stage the teacher is in, the coach has established a positive relationship where the teacher can trust that they are coming from a place of helpfulness. Effective coaches can give constructive criticism for teachers to use as guidance to grow personally to ensure that students are successful in their classrooms.

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A coach should be 100% prepared when having a meeting with a teacher. Clear expectations, goals, outcomes should be set ahead of time and not while the plane is being flown. When your teacher sees that you were present in every way for their lesson, they know that you are truly invested in being a help and guide for them. The trust and respect that a coach and teacher have for each other is invaluable. After watching the last video, I was able to see how positive the coach was, how helpful, and even when she had to make suggestions, they were done in a way that didn't come across as I am "telling" you what you have to do. Be humble and kind!!

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Effective coaches will prepare ahead of coaching sessions to ensure they are being intentional, purposeful, and meaningful. It's important that coaches have an idea of the curriculum being taught as well as the skills, behaviors, etc of the students so they do not walk in blindly and can make the most of their time in the session. Just like teachers need to prepare their lessons for students, coaches need to prepare to guide teachers. What are the students learning, what type of assessments are you using, what is some information about your group of students that could be helpful, how are you reaching your goals/objectives? This keeps things moving and productive.

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Coaches support effective coaching by planning with the teacher based on their specific needs, making the process more relevant and targeted. They encourage the teacher to build confidence and trust, while also guiding them to reflect and identify their own areas for growth. This approach promotes collaboration, ownership, and meaningful professional development.

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Intentional planning for a coaching session shows respect for the teacher's time. SO many times I have been on the receiving end with an AP that was there to "coach" me and they were not prepared. The session did not result in as meaningful results as could have been if the session had been pre-planned. Planning results in purpose and intentionality, with the teachers students in mind as beneficiaries. It demonstrates that the teacher and their success is important to the coach.

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Coaches have to be prepared. Planning allows coaches to enter the session with clear questions and strategies that promote reflection and collaboration. This preparation also demonstrates professionalism and respect for the teacher’s time and context, strengthening trust and rapport. As a result, coaching interactions are more intentional, responsive, and likely to lead to meaningful improvements in practice and student outcomes.

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The coach's actions support effective coaching by making the conversation focused on learning outcomes and results-driven.  Preparation for a coaching session allows coaches to align the conversation with goals and next steps.

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The actions coaches take to prepare for coaching in a formal setting supports the characteristics of effective coaching is similiar to preparing/planning a lesson for students. They should have an objective/goal is, know their audience (teachers), use evidence (observation) to support the conversation, use data to drive the conversation, be open-minded, and willing to actively listen/collaboration to the teacher. provide support as needed in chunks, and plan next steps for teacher and coach. They should be well-prepared and open-minded.

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The actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching through focus, support, and modeling. As a coach we are modeling for the teachers as well and if we expect them to be prepared then we should be too. Preparing for a formal meeting, allows for a purposeful meeting focused on clear goals that impact student/teacher growth through collaboration and the use of evidence.

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Coaches support effective coaching by preparing with student data, reviewing instructional goals, and planning intentional questions ahead of time. This preparation helps ensure the conversation is focused, collaborative, and grounded in evidence, allowing the coach to guide meaningful reflection and connect teaching practices directly to student learning outcomes.

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I think the actions coaches take before a formal coaching session really set the tone for how effective it will be. When a coach comes in with a clear focus, aligned to student learning, it keeps the conversation from feeling all over the place. Preparing questions ahead of time also allows the coach to guide thinking instead of leading the teacher to an answer. This kind of preparation creates space for real reflection, builds trust, and keeps the work centered on improving instruction in a meaningful way.

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Coaching sessions must be prepared in advance in order to keep them on target. It enables the time together to be purposeful and productive. The aim of effective coaching is to change student performance. Specific, planned goals with explicit feedback make it more likely that the instructional changes will happen. This will, in turn, lead to the intended student performance changes.

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Coaches who prepare by setting goals, gathering relevant information, and planning reflective questions ensure that coaching sessions are focused, personalized, and purposeful. This preparation supports key characteristics of effective coaching such as clarity, responsiveness, and fostering meaningful reflection and growth.

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The actions coaches take when preparing for a formal coaching session support effective coaching by keeping the process focused, evidence-based, and reflective. Starting with a pre-conference gives the coach and teacher clarity on the lesson goals and what to look for, which makes the coaching more purposeful. During the lesson, direct observation and scripting give the coach specific, objective evidence of what’s happening, especially in terms of student learning. This makes it easier to ask meaningful questions that encourage teacher reflection and to give clear, specific feedback. Setting up a coaching cycle with clear goals also helps keep everything organized and focused on improvement over time.

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The actions coaches take when preparing for a formal session reinforce the hallmarks of effective coaching by establishing the meeting's tone. A coach’s approach requires intentionality; they should be organized and clear on the areas of focus to strategically guide the teacher toward discovering their strengths and opportunities, all while maintaining an open mind. By helping the teacher define goals for professional development, the coach fosters growth that ultimately results in a positive impact on student success.

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What a coach does before the conversation largely determines how effective the coaching will be during and after it.

When coaches prepare intentionally for a formal coaching session, their actions line up directly with the core characteristics of effective coaching.

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The actions coaches take as they prepare for coaching in formal settings support effective coaching because you are able to plan the next steps you have for the teacher to reach the goal in place for them and how the conversation should lead to that next step. Preparation is key. Having certain parts of the lesson hghlighted and time stamped helps when providing evidence for the teacher on strengths and growth areas. Analyzing student data and seeing misconceptions and next steps ahead of the meeting helps as well.