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

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

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

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Q1

Most of the time we are so busy with the day to day, that we don't have time to reflect on our teaching. Effective coaching using non-leading questions allows the teacher to really dig deep and think about their lessons and understand their impact on student learning.

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Q1. Coaching conversations promote teacher reflection by focusing, guiding, and grounding teacher attention to student-centered best practices. It is a chance for a teacher to verbally reflect to sharpen their knowledge of what is going on in their instruction.

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Coaching conversations promote teacher reflection by helping the teacher take a realistic look at the lesson/data. These conversations include open-ended questions that get the teacher thinking critically to answer. They also help teachers reflect on student data to drive futture instruction.

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Q2

When teachers receive effective coaching they are able to hone in on what specifically needs to be improved to help students succeed. They can take back what they learn into their classroom in order to increase student understanding/success.

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In a coaching conversation, it should be a dialogue. In the video, the coach asked questions about specific instances in the lesson and how the students responded. This made the teacher really think about that instance and how their teaching effected students responses. This happens in every day life as well, if someone says something about an occurrence, it makes you think back and analyze yourself during that time. Sometimes we just have to be reminded to think back.

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Q2. Informal and formal coaching helps support teachers to give their best practice into the daily act of teaching. Without these coaching opportunities, it is very easy to get stuck in auto-pilot or survival mode without the necessary reflection to keep growing as a teacher. This focus deepens the ability for teachers to better impact student learning.

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Coaching conversations promote teacher reflection by helping teachers think about how their instruction impacts student learning. When coaches use student work and ask reflective questions, teachers can see what worked, what didn’t, and what they can do differently to improve their lessons.

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Coaching conversations give teachers a time and a place to think about their practice, to think about whats going right and wrong in their practice. Coaches ask a wide verity of questions and use classroom evidence to help teachers meaningfully reflect on what worked and what didnt, and how we can change that.

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Q1: Coaching conversations are so meaningful because we, as educators, get so wrapped up in our own thoughts and perceptions of how we think a lesson went, so these conversations are meaningful because we get the perspective of a "fly on the wall" so to speak. They really get to let us know how the lesson went and can give feedback and tips to help us as we go on.

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Formal and informal coaching can improve student learning on our campus by helping teachers use more effective instructional strategies and respond to student needs. When teachers receive regular feedback and support, they can adjust their teaching, which leads to stronger lessons and better outcomes for students.

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Q1 Coaching conversations encourage teachers to reflect and aspects of their lessons from another stand point. It gets the teacher thinking about how many students are at mastery, and why is it that some students didn't reach mastery. It helps them to find a common denominator and make a game plan moving forward to try and help those students who are not getting it.

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Coaching conversations promote teacher reflection by shifting the focus from the act of teaching to the impact of teaching on student learning. Coaches provide specific feedback that explicitly links teacher actions to student outcomes, which helps teachers recognize instructional reality. Instead of general praise, coaches use directive and reflective statements.Coaching conversations are designed as a dialogue rather than a monologue. The coach models reflective practice based on student results, encouraging the teacher to become a "continuous learner" who can evaluate their own impact.

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Oh wow, I feel like having informal and formal coaching at my school would make such a huge impact. We get observed, sure, but these meaningful and deeper conversations don't always happen afterward. I would think that our student learning would increase because we would be able to reflect deeply and adjust our teaching to help students in a way that could only help them.

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Q1- The coaching helps reflection by using guiding questions to have them look back on key moments in the lesson. To have them start to wonder about problems or different strategies.

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Formal/informal coaching could impact student learning by improving quality of instruction. As teachers grow and strengthen their reflection skills they in turn improve their self-efficacy. It would also have an impact on student learning by increasing productive collaboration within the school.

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Coaching conversations promote teacher reflection by giving teachers a safe space to think deeply about their instructional practices. These conversations also give teachers time to examine student work, think collaboratively with another educator, and set future learning goals in their classroom.

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Q2 I think it will stop the flow of doing your mundane routine things just to try and make it to your exam and next unit. I think it will force teachers to stop and strategize how to make their class time more efficient and allow students to think deeper, not just thinking to come up with an answer.

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Formal and informal coaching helps student learning by helping teachers grow. Formal coaching gives teachers clear goals, feedback, and support to improve lessons. Informal coaching happens through quick meaningful conversations, modeling what it should look like, and encouragement that teachers can use right away. When teachers feel supported, they teach better, and students learn more. Everybody wins.

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I believe that coaching on our campus would bridge the gap between teaching and learning by keeping every conversation focused on real student artifacts and data. Whether it’s a structured coaching cycle or an informal “check-in,” these moments would ensure we are making the specific instructional adjustments our students need to thrive in real-time. Ultimately, this collaborative work would build our collective confidence that we have the tools and support to lead every student to success.

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Q2- We are observed, but we are not digging deep into the lessons after. I would enjoy having someone look at key points to help me refine my own strategies. It would also give a second opinion on how to help students.

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I believe formal/informal coaching would have a positive impact on student learning on my campus. Even the best teachers can run out of time to reflect. But even with a quick informal coaching, it would give their brain the chance to think about how they can change or expand on the teaching they have done. With this, students would have the best opportunities to learn since the teacher is specifically focused on her present classes in the reflection.

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Q1

Coaching conversations promote teacher reflection by slowing down practice, making thinking visible, and guiding teachers to examine their work thoughtfully and intentionally.

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Q1. Coaching conversations promote teacher reflection by asking questions that make teachers think about their practice. Coaches help teachers look at evidence, like student work, to see what worked and what didn’t. This helps teachers plan next steps to improve their teaching and student learning.

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Q1: Coaching conversations promote reflection because good coaches take time and effort to craft questions that make the teacher reflect. The goal of the coaching conversation is to get the teacher to reflect and problem solve based on the student evidence. Having a coach helping also promotes reflection because you have someone in the classroom to help you see things you can't see.

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Q2. Coaching helps teachers get better at teaching. They try new things, see what works, and fix what doesn’t. When teachers improve, students learn more and do better in class.

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Coaching conversations with dialogue are extremely important to allow the teacher to reflect on all aspects of the lesson. Informal and formal coaching are both necessary for teacher reflection. Teachers need time to reflect on the lessons and examine the student work in many different ways.

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Q1: I feel like teacher reflection will begin happening when we are questioned with providing evidence for how do we know student's learned. When I think about lessons that learning didn't happen at the level that I need, then reflection and self-assessment begins so that I can go back and re-address the topic so that learning does occur at the level that I need it to. Good teachers should see ways to improve or hone their craft when confronted with the question of how do I help my students learn this better.

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I feel that coaching conversations allow the teacher to reflect on his/her lessons by getting an outside look at how they are teaching. It is giving and receiving ideas. I also feel that coaching conversations make teachers want to improve.

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Coaching helps improve student learning by making instruction clearer AND intentional. Just like students, we as teachers need immediate feedback. When educators get the support and feedback needed, lessons tended to better aligned, learning expectations are clearer, and in turn, students are more engaged and confident in their learning!

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Q2: Informal and Formal coaching could help our campus by focusing on classroom instruction geared to student achievement. It might help teachers focus more on quality instruction.

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Formal/informal coaching will bring the best out of each and every teacher. If we are getting the very best from our teachers, our student learning has to be top notch!

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I think having formal and informal coaching at our school would greatly impact student learning! Having someone sit down with you, discuss your lessons, discuss your student engagement, and then go over student work to find ways to help improve them. Oh man!!! That would be AMAZING! I Then we could go back to our classroom and help our students to succeed by showing them and helping them improve their work.

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Q2

While formal coaching builds lasting, strategic improvements in instruction, informal coaching encourages timely, responsive changes. Together, they support continuous growth that benefits student learning.

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I think coaching conversations are important because teachers can be guilty of just moving from one thing to another. We do great work but then once it is finished we know we need to accomplish something else. Coaching conversations give us time to pause and reflect on things that worked and things that didn't. It helps us be more student centered. I keep coming back to the phrase dialogue instead of monologue. Coaching should be a back and forth conversation about how the teacher feels about their lesson. It should not be the coach talking at the teacher.

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Q1 Did anyone else wish she would come do a coaching cycle with you? I love how positive it was and how she supported him through the good and what could be improved. You could tell they had a great relationship and there was trust. She guided him to do the thinking but she also complimented him on the things he did right. She forced the reflection in a way that he had to walk about of there with a smile.

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Q2: I think coaching can help by putting teachers into a growth mindset, where we aren't ever at the pinnacle of our profession, but rather we are continuously improving and refining and getting better. I think that coaching sessions with the focus on "How do we improve student learning in __________?" has the potential to help improve student outcomes because it should motivate us as teachers to continually strive for excellence in our classrooms so that our students are learning our content at more than a superficial level.

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Coaching conversations promote teacher reflection by giving teachers time and space to slow down and think critically about their lesson. They are also grounded in evidence from student work to see the impact that was made.

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With prompting, coaches can sort of open doors for teachers who struggle to see what they did well and good coaches can expand on that so that teachers can then recognize where they can improve. Sometimes we all just need a little encouragement and someone to say you are doing a good job to be able to dig a little deeper!

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Q1

Coaching conversations promote teacher reflection by pointing out observations of a lesson and asking the teacher how and why something did or did not go well. These questions often lead the teacher into seeing what s/he did well and usually prompt the teacher to come up with solutions on his/her own rather than being told what to do explicitly.

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Coaching conversations prompt the educator to think about their lessons in specific ways. It contextualizes successes and asks the teacher to consider the lesson on a piece by pieca and ideally a per student basis. These conversations let us dig into what happened in a way that considering these things independently tend to fall short of. It also gives us the opportunity to see a lesson from the perspective of outsidef observer.

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Q2

Formal and informal coaching can impact student learning in a positive way because the teacher is being encouraged to use concrete student evidence to decide on the next steps that need to be taken.

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Q1: It allows the teacher to stop and think about the lesson in depth and not just on the surface. We do that because of the 49484 tasks we have a day. This helps us sit and really figure out the glows and grows of what we put out and what the students took in and hone in on adjusting.

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On my campus, the vst majority of us are singletons. It is a small school and we do not have much opportunity to collaborate. Coaching could really help us get on the same page about stuednts who struggle and develop togehter systems that work for those students.

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Q1. Coaching conversation promote teacher reflection by guiding the teacher rather than giving them the answers. Much like how we guide students rather than just telling them all the information the coaches do the same for the teachers.

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I think formal/ informal coaching on my campus would impact student learning by building consistency across classrooms. Teachers would be using a common language and aligning strategies across grade levels better.

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Both formal and informal coaching can help improve student learning on campus because teachers get support when they need it. Formal coaching gives them clear goals and feedback, while informal coaching lets them ask quick questions and get ideas on the spot. When teachers feel supported and keep improving their practice, students benefit by getting better instruction and more consistent learning experiences.

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Informal and formal coaching could greatly my grade level to simply start. When leading conversations my other teachers in plc or just in regular planning time together we can have much deeper conversations that led to actions rather than getting stuck on the "problem". If we can reflect we can find where or what to do next time.

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Q!

Coaching conversations promote teacher reflection by allowing the teacher time to really think about their lesson and understand what impact there was on student learning. It provides the opportunity for the teacher to reflect on their knowledge and understanding of what is going on in their instruction.

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Q2. These informal and formal coaching sessions help to keep the focus on student achievement and student success rather than on teacher actions. It focuses instead on how the teacher actions influence student learning.

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Q2: Formal and informal coaching will provide teachers with the support that we desperately need. A quick check in is nice and effective. If these are happening on a regular basis, this may help teachers not feel like they are drowning.

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Q1: Coaching conversations should drive teacher reflection by guiding the teacher to rethink the lesson and how it was received by the students. The teacher should be focused on what he/she could do to improve the lesson rather than on what the students could do better. It should include guidance for the teacher to self-reflect, not evaluation from the coach.

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Q1. Coaching conversations prompt teacher reflection by asking open-ended questions to get the teacher to think deeper about the lesson and how the lesson went as a whole. Through these questions, the teacher can think on a deeper level how the lesson and future lessons will affect the student's learning.

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Q2

Informal and formal coaching can impact student learning on my campus because it is allowing teachers time to reflect on their instruction and for them talk with others to get feedback.

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Q1: When the coaching conversation is goal oriented, they help guide the teacher in how to reflect over their lesson or materials or criteria.

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Q1 - Coaching conversations promote teacher reflection when the coach asks questions that lead to the teacher thinking about their approach to the lesson and the impact it had on student learning. Questions can be as simple as, "How do think that lesson went?" to much deeper questions such as, "How do you plan to address student misunderstandings after the lesson?" Coaches can also share the positive effects of reflection in their own teaching and how it benefited their instruction and student learning.

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Q1:

Teachers make incredible connections with their teaching when prompted by the right questions in a coaching conversation. Effective coaching looks like asking questions to enable teachers to make observations and insights about their own teaching, rather than just being told "you did the well, you need to work on this..."

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Q1: Coaching conversations help us to see blind spots we didn't know existed. It's like the famous adage, "iron sharpens iron." A good coach will always help facilitate self-improvement, which largely comes from meaningful reflection.

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Coaching on our campus could create a greater sense of comradery and purpose among our teachers. Reflection with peers would allow us to think deeper about what our overall purpose is and how we might improve our delivery of the individual lessons that aim to reach that purpose. It would also drive conversations about current research and best practices that we might not otherwise buy into or try to implement. Sharing successes might encourage others to try similarly, but sharing failures might also offer new insight and self-reflection on how to improve student engagement/achievement. Having a common purpose or goal that we are all striving to meet could increase the "feel" of the campus and be an incentive to try new ways of doing things.

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Q1-Effective coaching conversations will use student work/evidence to encourage self-reflection. This is usually done by simple questions. However, it is not easy to self-reflect on your own after each class/lesson. It has to become a habit. It may take a couple of minutes, but it is greatly needed to be a better teacher.

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Q2: It will create a culture of self-reflection among teachers, which can become transformative in the classroom for students, strengthening learning outcomes across the board.

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Q2. Formal/informal coaching both help improve a teacher's instruction, helps increase student engagement. Formal coaching allows for more direct structure of a lesson or coaching, whereas informal helps build a relationship between the coach and teacher to help with building trust and understanding.

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Q2:

“How might formal/informal coaching impact student learning on your campus?”

I think both formal/informal coaching would significally impact student learning at my school. When teachers are reflecting on their teaching they will hopefully improve. Also students would benefit from coaching sessions to. Students could be questioned through coaching stratagies to and come to conclusions about their own efforts and education.

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Q1. Coaching conversations promote teacher reflection by creating a supportive space where teachers can think and reflect on their practices. It is an opportunity to get feedback and become more aware of what is going on in their classroom. Coaches can ask questions that start to lead teachers to reflect more deeply on their teaching and how they can improve.

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Q2 Formal and informal coaching both positively impact student learning. They differ in structure, but both contribute to better outcomes when focused on student impact. When combined, they create a coherent system of support that strengthens teaching and learning.

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Q2: Informal coaching could be done right after or before a lesson and can get teachers immediate observation of how students did on the lesson/criteria. Which in turn could allow the coach to give feedback or guidance if needed.

Formal coaching is like a pre-/post-observation and has the teacher sit down and look at the materials that the students did or will be doing. This can give time to look at the materials and see if they are going to promote student success of the criteria or if it will not. Also formal coaching gives teachers time to reflect on what did and did not work, so that they can do better for the next time and grow from that.

Both allow teachers time to reflect on how the students did and allow for improvements to do better.

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Q2 - Including regular coaching sessions on our campus would create a community of regular reflection and growth. All teachers would benefit from the opportunity to receive feedback that can improve their instruction and impact on student learning.

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Q2-Formal and informal coaching should help impact student learning on my campus as student work, and therefore student needs, are at the forefront instead of what's always been done, most easy for the teacher, what is good for the district, what helps the district save money, or simply what "looks good" for the district or teacher. If coaching is truly done correctly, student needs will be at the forefront. Teachers and admin will be on-board as well as the community.

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Q1: By using intentional questions and positive feedback to guide the educator to reflect on their own practices, which in turn will help students grow. The effective coach helps the educator develop deeper understanding and implement changes that are sustainabe.

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Effective coaching conversations promote teacher reflection through a gentle guidance into our evidentiary practices in the classroom, with an introspective lens focused on our own thinking and planning. A powerful coach can lead a teacher down the path to refinement and excellence by holding up the mirror to their own cognition and actions.

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Q2. Formal coaching conversations would provide structured opportunities for teachers to grow. Informal coaching moments provide quick check-ins to help sustain the day to day growth. Both are important for improving the outcomes for students in the classroom.

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Q1: Coaching conversations can have a huge impact on teacher reflections, because oftentimes coaches have the ability to observe interactions we might not see, hear comments we might not hear, and think about learning instruction differently than we think about it. This can allow teachers the opportunity to have a different perspective on their classroom work enviornment, their teaching, and their students.

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Q2: Formal and informal coaching can significantly boost student retention by improving the teaching quality, student engagement, and providing support, leading to overall student improvment.

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Q1: Coaching conversations promote teacher reflection by providing a safe, structured place to talk through the work and gain knowledge of best practices for student mastery through the questioning provided by the coach. While a teacher may be reflecting, it probably isn't to the depth achieved through a coaching conversation.

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Q1: Coaching conversations promote teacher reflection by using student work as objective feedback that suggest what the teacher can do to reach their students and help them grow. Instead of labeling a teacher or their lessons as "good" or "bad," coaching conversations focus on next steps based on what the students need.

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Q2: Informal/Formal coaching can impact my campus by giving direction, advice, a change in perspective, encouragement, and affirmation to teachers that need it. Not every teacher needs everything, but we all need something that lets us know to either stay the course or change our teaching.

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In all honesty, a teacher's plate has never been so full as it is at this point in education. Without using this as an excuse, I also feel that this inhibits teachers from having the time or 'band-width' left to be truly introspective and reflective in their daily lessons. Having an effective coach in place, someone who has the opportunity to be that witness, that support, that collaborator, that deep-diver into the conscience (or sub conscience) of what is happening in your classroom could definitely have a positive impact on student learning in our classrooms.

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Q2: Coaching can impact our students by focusing on learning rather than activities. Too often in our lesson planning, we focus on making sure to fill our allotted class time or create activities that are fun instead of focusing on student learning. If we use coaching to create lessons that are intentionally focused on learning rather than compliance or effort, students will not only grow in their knowledge of our content, but also their critical thinking and intrinsic motivation.

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Q1: Coaching conversations can promote teacher reflection if the questions asked are relevant to the teacher. As long as the coach has a relationship with and can identify the teacher's goals, the conversation can be beneficial. Asking the right questions about how a lesson worked for students can lead the teacher to have meaningful reflections and identify the next steps they want to take in order to improve their own skills.

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Q1: Coaching conversations promote teacher reflection by helping guide teachers to asking & answering important questions about how impactful the lesson was for students. It helps teachers reflect on things they may have missed, but the coach was able to catch.

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Coaching conversations allow for teachers to take a step back and reflect on lessons. This is important in measuring teacher success and student success. It gives teachers time to learn from other teachers by working collaboratively on reflection and growth.

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Q2: Formal & informal coaching can impact student learning by focusing on data & evidence (student work) rather than just the lesson itself. A lesson may have been executed smoothly, but if the data doesn't show growth something has gone wrong. These coaching moments can help teachers identify what works & what doesn't, therefore leading to a greater impact on student learning.

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Q2: Formal and informal coaching can help improve student impact by allowing teachers to have opportunities to collaborate with another professional through reflection. Working in the same building with the same students gives teachers the opportunity to share ideas about what works with their common students and schedule. A quick confidence boost can sometimes turn around someone's day if they are struggling.

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Formal/Informal coaching can impact student learning by promoting growth by the teacher, which in return, with promote growth for students. It is important that as teachers, we understand that there is always more growth we can achieve and this is best obtained by collaborating in both formal and informal coaching conversations.

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Coaching conversations guide the teacher to think and reflect on student work and assess the impact of the lesson. It allows the teacher to take ownership and be part of the growing process. The coach is not talking at, but rather guiding the teacher to learn and grow through reflection.

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Q2: At my campus, we have several new teachers. I think the benefit of formal/informal coaching (non-evaluative) is so important. So often, they crave immediate feedback. Also, it serves as a non-judgmental opportunity for them to be reflective (TESS Domain 4). Also, in our building, we are navigating co-teaching models that work for our master schedule. Effective coaching will lead to better support for struggling learners.

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Coaching conversations promote teacher reflection by guiding the teacher through the important events of the lesson that directly impact student learning/outcomes. Proper questioning can help the teacher focus on the evidence students provide (verbal or written) which will help the teacher determine if his or her instructional strategies were truly effective.

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Coaching Conversation helps teachers to stop and think about their teaching. By talking it through, teachers can see what worked, what didn't work, and what they can do differently next time.

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Q2. After receiving our school letter grade, we should all be begging for some coaching. It could only have a positive impact on student learning for my campus. We do have several novice teachers as well as non-traditional teachers. Finding experienced teachers has been a challenge for our district for various reasons.

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Good coaching is beneficial in improving teacher instruction. We grow and improve teaching strategies through reflection. As we grow, we become more confident and this will pour over into our classrooms through instruction which will impact the student's positively.

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Q1: Coaching conversations promote teacher reflection by using intentional questioning, trust, evidence, and collaboration to help teachers critically examine their practices. This will help the teacher make informed decisions, and improve instruction.

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Q2: Formal and informal coaching on my campus is already impacting student learning. In our PLC groups we use some similar questions and techniques to help identify student needs, and how to improve them. Of course there is still room for improvement and I believe the "five steps of effective learning" and the "continuum of reflection" will help us refine those practices. This will help ensure that everyone will be on the same page and working toward the same common goals.

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Formal and Informal Coaching can have such a strong impact on student learning in the building. Having someone to bounce ideas off of, getting second opinions about how a standard is written, having assistance on creating learning criteria so that assessment is valid....

All of that will make our classroom learning environments richer!

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Informal coaching gives a quick check-in and feedback. The small conversation helps teachers make immediate changes and keep students engaged and on track. Formal coaching dives deeper by helping teachers plan and reflect on student data and the lesson goal. This leads to stronger instructions which promotes students success.

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Q1. The coaching conversation should be a mirror, an opportunity to playback for the teacher what went on in the listen. Things are missed as our brains are whirring to the next thing on our planned lesson, often missing the minutiae. The coaching conversation brings these to light, emphasizing the positive - either what is happening already or where there is potential for more!

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Coaching conversations promote teacher reflection by helping teachers think about what happened in the lesson, why it happened, and how to improve next time. Through focused questions and feedback, coaches guide teachers to analyze student learning, recognize strengths, and identify clear next steps.

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Q2. When we change the language of "observation" to encouraging conversation, the atmosphere is positive and ripe for student growth. When we see one another not as a competitor but value all colleagues as a resource for bettering our classrooms, we become a true support system. I think our building could use this.

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Both formal and informal coaching can help teachers see what’s really working in their classroom and what’s not. I would prefer when someone gives me honest feedback. As teachers, we should always be open to feedback, because it can make lessons run smoother and help students actually understand the content. Coaching to me is like a partnership. It’s like having someone to bounce ideas off and figure out ways to make the learning stick.

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Coaching conversations promote teacher reflection because they put the work onto the teacher. The coach is not there giving them a quick list of next steps and moving on, but guiding them instead to a point of improvement. This allows for the teacher to have buy-in and see the merits of the next step authentically.

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When I have experienced formal coaching on my campus, I saw a direct improvement in my students' success. The action items were small and easy but had a huge impact. With my coac,h we streamlined routines, and she taught me how to go from an exit ticket to addressing what was on the exit tickets. That is something that I can take back to my team and impact the grade level as well.