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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 to the reflection question, “Why is it critical to have a connection between the coaching goal, teacher instructional goal, and curriculum/content needs?” Then click publish.

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The coaching goal will connect with the goal of the teacher so that the needs of the teacher are met. When the teacher has an instructional goal set, the coach can form their goal around it to help directly impact the needs of the students. Since the goal should be centered around what is valued, the content and curricular needs will be met when the coach is setting goals that align with the goals of the teacher.

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It’s critical to connect the coaching goal, teacher instructional goal, and curriculum needs so coaching stays focused on student learning rather than feeling like an attempt to “fix” teachers. When coaching is grounded in standards and student evidence, it helps teachers see that the data is driving the work—not judgment. This alignment keeps coaching collaborative and allows both the teacher and coach to work as a team to intentionally move student learning forward.

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It keeps coaching relevant and credible. If a coaching goal is clearly tied to what a teacher is trying to accomplish instructionally and to the actual curriculum they're responsible for teaching, the support feels useful. Curriculum defines what students must learn.

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It is to give meaningful purpose to the partnership that ties into the needs of student learning. The coaching goal is centered on student learning as it the teacher instructional goal. The curriculum/content is the guide of what students should be learning. It is all centered together because it is all related to student learning, and if it is not aligned then it falls short of effectively improving student learning.

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It is to ensure coaching is purposeful and aligned to student learning priorities. When these elements are connected, coaching supports meaningful instructional improvements that directly impact student achievement and ensure consistency across classrooms

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This ensures that the coaching goal is applicable to actually helping the teacher meet the needs of the students in the classroom. This ensures that the teacher is able to make the necessary improvements in instruction to impact student achievement. This should be the goal of all teachers and coaches, to improve student achievement

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It is very important to have a connection between the coaching goal, the teacher's instructional goal, and the content to know what you are working towards. Everything must be working towards the result; if all elements are not working together, the results will not meet the goals. We have to make sure the coach is addressing the teacher's needs by building upon their strengths to increase all student achievement.

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The coaching goal, teacher instructional goal, and curriculum/content needs are all working toward the same goal - improving student learning. The connection is essential for turning the collaboration into growing the teacher, which will grow the students. Everyone is on the same page.

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Aligning coaching, instruction, and curriculum will ensure that professional growth is always student centered and purposeful. This makes mentoring a support system rather than just another task for teachers to complete. When these three things are connected it will have a measurable classroom impact that is driven by on student growth.

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I think it all comes down to this: what does mastery look like? Whatever is deemed "mastery level comprehension" should guide every decision we make in the classroom. If the classroom activities, assessments, and materials we are choosing do not connect back to that mastery level comprehension, then we need to ask ourselves why we feel the need to include it. This is where the coaching goal can be really helpful. The coach examines the instructional goal and the curriculum and looks for the alignment. Truly and earnestly. We may think that student engagement (which is great) equals student comprehension. Not always. A low-level activity is no guarantee of higher-level comprehension which is typically where our instructional goals are set. So, it is very critical that the coach take the time to create a goal that has examined the all aspects of the teacher's needs, school's needs, and the curriculum being provided to make sure alignment is true.

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I think you want to keep it all connected so that the teacher doesn't feel like its just something extra they have to do or more they have to add to their plate. You want them to incorporate this into their practice to improve student outcomes, not just feel like they are checking off a box and can then go back to doing things the way they used to do them.

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At the most basic level, more goals aligning more greatly ensures that those goals are achieved in the most efficient way possible.

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Connecting the coaching goal, the teacher’s goal, and the curriculum needs is important because it ensures that our work together actually leads to better learning for the students.

When the coaching goal aligns with their own instructional goals and the curriculum they are already planning for, coaching feels like support rather than "extra work." It makes the professional growth feel relevant.

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It is critical to have a connection between the coaching goal, teacher instructional goal, and curriculum/content needs to ensure that coaching is meaningful, efficient, and focused on student learning. Without these three things being connected, the purpose of a coaching session is not evident and could lead to an unproductive session, therefore not leading to student impact that is needed.

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By keeping all the goals aligned and focused on student learning, the coaching session can maximize its effectiveness and impact on student growth.

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Goal setting shows that the purpose of coaching is to be helpful. It promotes student growth as teachers grow in their instructional skills and content/curriculum knowledge. Creating a connection between the coaching goal and the needs of the teacher allows the coach to be reflective in their coaching and growing as a mentor and teacher.

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Teachers want purpose. Why are we doing this? Is this relevant to my students, my instruction, and my beliefs? How is this helping me meet MY goal and our schools goal for students? How does this help me do my job without feeling like I'm just doing MORE?

I need to focus on what the teacher is already doing, what the students are already doing, then help the teacher look at the standards, the level descripters and evaluate how her students are doing. Then think through what it looks like to move students from one descripter level to the other. Then create an instructional goal and classroom expecations to help move those students to new levels of learning. The goal will include a student assessment piece, so the evaluation is on student learning, not on teacher evaluation or behavior.

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Why is it critical to have a connection between the coaching goal, teacher instructional goal, and curriculum/content needs?" Goal setting is very important part of coaching. This is the time for the teacher to think what they themselves want to accomplish, and what they want their students to accommplish and how they are going to do that. It needs to focus on what the teacher is already doing, what can they do to have student growth. Something that motivates the students to this goal. It is a blueprint of what the teacher wants to accomplish in their classroom and the coach being there to help that process along.

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It is critical to have a connection between the coaching goal, teacher instructional goal, and curriculum/content needs because they are all interconnected. The teacher's instructional goal is student based and determined by student data, the coaching goal should be focused on helping the teacher achieve his/her instructional goal. The curriculum and content needs play a part in how the content is taught and some districts have strict curriculum guidelines that you have to take into consideration when coaching a teacher.

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It is critical to have a connection between the coaching goal, teacher instructional goal, and curriculum/content needs because they all work together. The teacher goal is based on student data and how to move the students learning toward proficiency using the content and curriculum. The coaching goal is also based on student data and is used to support the teacher goal in moving the students forward toward proficiency.

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It is critical to have a connection between the coaching goal, teacher instructional goal, and curriculum/content needs in order for the coaching to feel relevant and useful. The student needs will come from their needs within the content/curriculum. The student needs will then drive the teacher's instructional goal and then the coaching goal.

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There are two overarching goals in formulating a coaching goal. First, we aim to foster a partnership between the teacher and the coach. By integrating the teacher's instructional strengths/goals, we are developing this partnership. Secondly, and of equal importance, we want to stay centered on student learning, and we can do that by establishing the curriculum needs.

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Why is it critical to have a connection between the coaching goal, teacher instructional goal, and curriculum/content needs?

These all need to align so that you have a purposeful and measurable goal that is tied to the student's outcome. You want the material to be engaging and meaningful, and you want to be able to make adjustments and implement skills or strategies as needed to make the learning more coherent. This way your material/lesson is presented with clear expectations and then adjustments can be made as needed; everyone is accountable, and the student outcome is successful.

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These each tie to one another. The instruction needs to be methodical and build toward an understanding of the goal, with the goal being the main objective or curriculum standard. A goal may be the first step in a series of steps to teach a specific standard. The instructional methods the teacher uses to introduce a skill, practice a skill, and demonstrate understanding of a skill need to be well thought out and presented in a way that helps build student understanding. Watching for these connections and making notes on which connections were made or missed will help focus the coaching, which will lead to guiding the teacher in instruction and success for both the students and the teacher.

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The coaching goal will focus on connecting with the teacher to focus on improving specific, student-centered learning outcomes within specific content and to enhance their teaching practice within that content area.

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It is critical to connect coaching goal, teacher instructional goal and curriculum needs in order to best support students, without the idea of fixing the teacher suggested. If the goals are aligned then the teacher is able to see how content/curriculum needs are met by the instructional goals which are linked to the coaching goals .

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The coaching goal should align with the teacher's goal to ensure the teacher's core areas of need improvement are met, so the students' needs can be met. Coaching should be centered around the teachers' aligned goals and needs, ensuring that instructional content and curricular needs are effectively met with fidelity.

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It is important to have this connection, because everything is tied together. The coach, the teacher, and the student, should all be connected when considering curriculum/content needs, and achieving mastery of the essential standard/goal. The coaching goal establishes what is to be "valued." So, this is the first step in that connection. Once this is clearly established, then the goal can clearly be stated. The teacher can then start to look towards connecting the instructional goal to the coaching goal (what's valued). Then once these first two steps/connections are made, it makes it attainable/feasible to work towards establishing the curriculum/instruction that will meet the content needs of the students.