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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 actions the coaches take before a formal session have a direct correlation with the characteristics of an effective coach.

If you want to be a coach who is prepared, you must analyze the student work being discussed in the session beforehand. This ensures that the coach has authentic points ready to bring up to the teacher. Also, if you want to be an authentic coach, you have to have reflected on your teacher's lesson with intention. Going into a session without preparing your thoughts beforehand will make you as the coach sound ingenuine and vague. The more information you have reflected on as their coach, the better your session is going to go.

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Intentional preparation keeps coaching student-centered and growth-focused. Clear goals and student evidence help coaches partner with teachers in authentic, reflective conversations that lead to stronger instruction and improved student learning.

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Actions taken by coaches support effective coaching by making sessions meaningful, responsive, reflective, trusting, and more focused. When a coach prepare well, they create conditions that allow changes to happen.

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The actions coaches take when preparing for formal coaching support effective coaching by making sure the process is intentional, data-driven, and teacher-centered. By reviewing student data, planning clear goals, and anticipating teacher needs, coaches create focused conversations that promote reflection, trust, and meaningful instructional growth.

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As with anything, when you take the time to effectively prepare for something, you are going to be more effective in what you are doing. The actions you take to support will directly reflect effectiveness. When you are more prepared, you are always more effective. Some of the exact actions would be things like making the purpose clear, making sure things are data-driven, knowing how to collect evidence, understanding teacher context/readiness, and what the next steps are going to look like when we follow up.

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How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching?

The actions include understanding where the students are and where they are going to go. Best practices include: organizing cycles that are data driven, goals centered on student learning, standards based learning targets, co-planning teacher instruction based on student evidence, coteaching with effective instructional models, and a way to measure the impact.

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Q1 -The goal for every teacher should be student achievement, and the actions a coach takes in preparation for a formal coaching session will affect student achievement. So, setting goals, using student data, offering best practices to reach the stated goals are all done in service of student achievement. Establishing a coaching cycle promotes intentional reflection based on evidence. This preparation sets clear expectations and guidelines that shows that the coach is invested in the the growth of the teacher, because good teachers correlates with to student achievement.

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The actions that coaches take as they prepare for coaching will ensure that the session is student focused, efficient, and works toward the mutually agreed upon goals. It also can act as an informal model of expectations / planning to the teacher. This will make sure that the time is meaningful and productive.

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"How do the actions coaches take as they prepare for coaching in the formal setting support the the characteristics of effective coaching?" Coaches who are prepared have a student driven goal developed before coaching. Student work is analyzed and needs of the students are assessed. This makes the coaching piece focused on students rather than just "fixing a teacher," which can cause resentment. Keeping the focus on students gives a clear path for the coaching session and helps the coach and the teacher focus on the end goal, which is making the students in the classroom more successful.

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The actions a coach takes preparing for a formal coaching setting should help them stay focused and be an effective coach. As they have a goal focused on a learning target and student evidence, they can plan their questions they are going to use in the formal setting. Already knowing what they are going to be focused on and looking for will keep the conversation and questions centered on the right things. Taking steps to prepare can keep the formal setting the encouraging and reflective atmosphere that leads to a positive coaching experience and the teacher growing so the students grow. I like how they said its not about fixing a teacher, its about a partnership to encourage student learning. Taking the preparation steps of keeping it focused on student learning can hopefully help the teacher be more at ease and reflective and build trust with the coach.

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When coaches prepare intentionally, they reinforce the characteristics of effective coaching. Going in with a plan, leads to a more successful formal coaching session. This makes coaching sessions a safe place for teachers to open up and dive deep into reflection. Going into a formal coaching session with evidence of student work, turns the session into student focused and how to impact them, instead of trying to tell a teacher what they are doing wrong.

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The work a coach does to prepare for the formal coaching session is important in creating a supportive partnership. Taking the time to prepare by reviewing previous goals, gathering objective student data, and gathering any needed resource supports the characteristics of effective coaching. It builds trust by showing that the coach is committed to the teacher's growth, feedback is direct and specific, with the focus on the students. Preparation allows the coach to plan those "open-ended questions" that lead to reflection. The coach can truly listen to the teacher because they are already prepared.

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All of this reminds me very much of the TESS rubric we use when evaluating teacher effectiveness in Arkansas. If I were to replace the word "teacher" with "coach" and then "student" with "teacher" (ok, sounds weird, but stay with me), then it would be about the same. What we do in the classroom shouldn't be all that much different from what we do with our students.

1. DOMAIN 1: We are expected to know our students both on an informal level (their personalities and interests) and formal level (assessments and performance tasks). When we prepare for a formal coaching session, we need all the data. The teacher's observations, goals, and student work aligning with the school's overall goals both need addressing.

2. DOMAIN 2: Creating a respectful environment is vital to a learning environment which is no different in a coaching situation. Even if a lesson went horribly wrong, the teacher needs to know they are safe and allowed to have a bad day. The coach is not there for final judgement, but a guide. Specific feedback, insights, helpful resources, and opportunities for "re-dos" are a part of the teacher's toolkit and should be a part of the formal coaching process as well.

3. DOMAIN 3: Communicating before the formal coaching session to establish a the rapport and respect will also be key in order to have honest communication during the formal coaching session. This is my favorite domain. A coach is there to help and to listen. Preparing excellent questions for the teacher based on observations can make a world of difference between a reflective teacher and a defensive one. This is also the domain where a coach can demonstrate flexibility and responsiveness. They can help establish goals, create coaching observation cycles, find different lesson delivery methods, and so on.

4. DOMAIN 4: Reflecting on teaching is what this is all about. A reflective teacher needs the help to go deeper into the why: why this standard, why this material, why this method, why this assessment, etc. These can be very hard questions to answer and not all teachers do this instinctively. It is paramount that a coach guide teachers through this process as it will lead them in the next choices that they make, including the next coaching/learning cycle.

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A coach needs to be prepared and informed so they can have a meaningful discussion and the time spent collaborating together can be productive. The coach needs to be ready to ask questions and help the teacher reflect. By being prepared, the coach can be ask specific questions to keep the focus on the student data and learning to the teacher find the need of the students.

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In order for a formal coaching cycle to be effective, the coach must be prepared. When a coach goes into already having reviewed goals, evaluated data, gathered resources or evidence, etc.., the conversation can be more meaningful. It makes the coaching conversation more intentional because it is focused around the impact of student learning. When coming prepared, it shows the teacher that you are just as invested in the learning of the students as they are. It builds trust as well as makes the teacher feel like it is joint effort in student growth rather than just a dig at what they are doing wrong.

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A coach will prepare and plan coaching goals in a partnership to help engage and impact student learning. They will evaluate where students are, and where they need to be, and how they can help the teacher get the students there. This doesn't happen just once, so plan a cycle of learning using data to drive the next steps. Learning should come from standards based targets, and must also be able to be assessed using measurable data and student evidence. In the cycle, make time to co-plan and look at student data TOGETHER. Be willing to sit in and teach with the teacher that is being coached. Coaches must also have a support admin leader who gives them autonomy to do what's best for teachers which will also end up impacting the student.

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How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching? I like the idea of sitting side by side with someone who knows my curriculum and having an open conversation about a lesson. It should be about what the students have learned or where the students need help, instead of the what the teacher did wrong and what they need to do differently. This way too the teacher can get feedback right away and specific to the lesson, time for the teacher to also reflect and come up with a new strategy for the next lesson.

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The actions coaches take as they prepare for coaching in formal setting is important because coaching is a partnership. It is not about fixing someone, but about working together for the betterment of the teacher and ultimately the students. Good coaches come to the table with an understanding of the teachers strengths and weaknesses based on student data. They then work with the teacher to lead them to a similar conclusion. It is about getting the teachers to think critically for themselves and learn how to take the steps to become better.

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To be well prepared, a coach should review and analyze the student work that will be discussed during the session. Doing so allows the coach to enter the conversation with meaningful, specific feedback to share with the teacher. In addition, effective coaching requires intentional reflection on the teacher’s lesson ahead of time. Entering a session without thoughtful preparation can cause a coach’s feedback to feel unclear or inauthentic. The more purposefully a coach reflects and prepares, the more productive and successful the coaching session will be.

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When preparing for a coaching session in a formal session, a coach should be using the continuum to effectively move the teacher through and into meeting their goals. Preparation and reflection on the teacher supports all of the characteristics of a coach.

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"How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching?" The coach must first and foremost be prepared. This allows for questioning that leads to deep reflection by the teacher based on student data. The coaching is more effective and focused.

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The actions that coaches take help ensure that their lessons are purposeful and evidence-based and focused on the students' needs. Before their lessons they need to review student data, the goals of the lesson, and any notes or data from observations and previous lessons. They also need to be prepared for students that are ready to move ahead by preparing some open ended and probing questions to help encourage their independence.

You also need to make sure that your expectations are clear and that you have accommodations and supports for the students that need more assistance.

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Time is precious to each and every one of us in the teaching world. When a coach is properly prepared and comes to the meeting with a plan, the teachers will inevitably feel more valued and confident that a goal can be met within the time frame. Preparedness allows for the coach to be an effective communicator and to be able to demonstrate their knowledge of the content. Another major characteristic of an effective coach is trustworthiness; by having a plan in place, a coach can show that they value their teachers' busy schedules and want to make the meeting as productive as possible.

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How do the actions of coaches take as they prepare for coaching in a formal setting support the characteristics of effective coachings?

The formal coaching process takes time, thoughtfulness, and preparation. It starts going into the classroom for the initial observation.  A coach must be organized, maybe having a checklist when entering the classroom, the lesson plan, meeting with the teacher beforehand or exchanging emails so you are both on the same page, and being prepared to take notes throughout the observation. If the coach is unfamiliar with the topic, they take time to read and gain a clear understanding beforehand. When the coach is familiar with the topic and meets in a formal setting, it is important to remain nonjudgmental and allow for a two-way conversation. Coaching is about collaboration, not preaching. The process should begin with relationship building and then move to the lesson and the goal to be achieved during the meeting. The coach considers the teacher’s intent and how it aligns with the instructional goal being taught, using thoughtful notes and suggestions to support the teacher’s growth.

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Just like teachers to be effective in the classroom, coaches must plan and prepare for their coaching sessions. The session focus should be individualized to that teacher and their students. The session should be collaborative, so the coach should have some open-ended questions in mind to drive the conversations. Prior to the session, assuming this isn't the first one, the coach and teacher will know what student work they will be observing. During the session's questions, the coach will guide the teacher to discover solutions that further develop student learning and identify actionable insights for their next session.

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The actions a coach takes in preparation for a formal session alien to the characteristics of an effective coach indicating accountable to the teacher by bringing some understanding of what questions to pose to the teacher to help come to a consensus on where support may be needed. Additionally, being flexible and adaptive is essential on a coach's effectiveness. As an instructional coach, he or she must be able to actively listen and pivot their approach based on the level of awareness and teacher's need(s). Which also coincides with valuing the input of others, as a coach, if the person goes in with prescribed answers to the "challenges" the teacher is having, then it is likely that the coaching session will not be as effective nor have teacher by-in.

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The work and actions taken by the coach before the meeting ensure the time is meaningful, impactful for students and the teacher, objective in its purpose, and focus on reaching the set mutually set goal of the coaching partnership. The coach themselves are reflecting on their own craft, communication, skills, knowledge, and strengths they need to prepare and bring to the session to provide the most value for their mentee.

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Effective coaching is the goal! In order to be an effective coach, they must be prepared, and have an understanding of the coaching cycle. I appreciated the reminder that coaching is not about fixing the teacher, it's about creating quality learning opportunities for the students. A coach's intention should be to help facilitate the teacher's development of quality instruction and quality learning by students. A coach should set goals for student success using the coaching cycles and student learning targets. To do this effectively the coach must be familiar with student's previous work and have some ideas on how to support the teacher's instruction to increase student learning. A coach can use this student information to create goals for future learning. That goal can be used to help a teacher, during a formal coaching session, plan instruction to meet the recorded goal.