# data[].attributes.body
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

# data[].attributes.body
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.

# data[].attributes.body
When preparing to coach in a formal setting, coaches are reflecting on the student work so that they keep student needs at the center of the coaching. They show that they are knowledgeable by researching strategies and resources and field test them prior to presenting them to teachers. They can then support teachers and help them develop plans to meet the goals that are set to meet student needs.

# data[].attributes.body
Coaches support effective coaching by preparing thoughtfully before a session. They analyze data, set clear goals, plan strategies, and anticipate challenges. This ensures coaching is focused, evidence-based, and practical, encourages teacher reflection, and ultimately improves instruction and student learning.

# data[].attributes.body
Q1- If coaches aren't prepared beforehand then they don't know what they should be looking for or where the student's thinking should be. Coaches need to prepare by knowing what standard is being taught and to what level they should be demonstrating it. They also need to have reflective questions ready for the teacher so that they can help deepen their thinking.

# data[].attributes.body
By preparing, coaches are ensuring the process is intentional, data-driven, and focused on student outcomes. By analyzing student data and observation evidence ahead of time, coaches ground feedback in evidence rather than opinion. Preparing builds trust, maintains alignment to instructional standards, and ensures coaching leads to meaningful improvements in teaching and student learning outcomes,

# data[].attributes.body
Coaches should spend time preparing by looking at student data ahead of time, as well as the content and standards to be taught in the lesson. Reflective questions for the teacher should be ready to help drive discussion and the reflection piece of observations. Preparation should also be spent to under where a teacher is their reflective tendencies to make sure the coach is meeting them where they are.

# data[].attributes.body
Coaches should be going over the lesson, familiarizing themselves with the content being taught, the goal, and identifying the key things that need to be gained from the lesson and what key things they would like to see from the teacher. We know that coaches should be leading by example and that they should be willing to implement and try out new strategies so that they can then lend the ones that they have tried and worked successfully to their mentee teachers. All of these things are focused on meeting students needs and driving the achievement of those students while also building up the mentee teacher to be able to do these protocols on their own.

# data[].attributes.body
The action that coaches take as they prepare impacts the effectiveness of the meeting. Coaches need to be aware of the instructional content, the student grade-level expectations, student data/needs, etc. The more prepared the coach is, the less time wasted during the actual meeting

# data[].attributes.body
Coaches need to prepare for formal coaching just like a teacher prepares for a lesson. We want to know the learning intentions, strategies being used, success criteria, and reflection questions. Coaches should analyze student work with the teacher and determine next steps. Coaches should be supportive and give feedback to teachers, just like teachers do for students.

# data[].attributes.body
The actions that coaches take before the coaching convo takes place is critical to how effective the coaching conversation is. Being thoughtfully prepared ensures that the meetings are intentional and grounded in the WHY behind coaching, which is improving student learning and student outcomes. Data is at the center and drives instruction. Looking at the data, it should drive the coaching conversation. Intentionally looking at the data and standards before the coaching will ensure that the coaching is meaningful. This isn't just time for "this was great" or "you could do this". It is diving in and being specific to help teachers to help improve student outcomes.

# data[].attributes.body
The actions coaches take to prepare for a formal coaching setting set up the teacher for success or failure. A coach who has prepared by using student data, researched strategies and data can help that teacher process student data and help through questioning to prepare for the next steps. They provide support for a teacher through effective coaching.

# data[].attributes.body
The preparatory actions of lead teacher coaches such as analyzing student data, clarifying instructional goals, and anticipating teacher needs ensure that coaching is intentional, student-centered, and grounded in evidence. Planning reflective questions, aligning feedback to instructional frameworks, and establishing clear structures supports coaching that is collaborative, differentiated, and trust-based rather than evaluative. Together, these actions reinforce the characteristics of effective coaching by promoting sustained professional growth focused on improving classroom instruction and student outcomes.

# data[].attributes.body
You have to be prepared, and by doing research and asking questions, you as the coach, show that you are interested and you care for your teacher and that you are there to support them.

# data[].attributes.body
Prepared coaches create a safe and focused environment, use student evidence to guide reflection, and help me turn insight into action so that I can improve my instructional practices and student engagement and learning.

# data[].attributes.body
Coaches’ prep work supports effective practice by keeping the work student centered and purposeful. When coaches review student data, clarify the focus, and plan what evidence to look for, coaching becomes more collaborative and focused on real classroom needs. This prep work helps coaching conversations stay practical, supportive, and focused on improving instruction in ways that will really impact student learning.

# data[].attributes.body
Q1- Some of the characteristics the group consensus had was knowledgeable- a coach needs to be knowledgeable of the standards being taught, the lesson, strategies, and how to deep dive into the data; supportive- helping through guiding questions instead of just "telling"; respectful- working with someone; reflective- knowing their own strengths and weaknessess and being able to see those in the person they are coaching to help them impact students

# data[].attributes.body
Q1: The actions coaches take to prepare for informal coaching help provide guidance on instruction. Coaches who come prepared with resources are able to better assist the teacher in creating classroom strategies. Coaches should be knowledgeable which requires preparation.

# data[].attributes.body
As coaches prepare, they are focusing on student outcomes as well as how instruction leads to intended outcomes. Coaches prepare relevant feedback, which guides teachers toward intended outcomes. Coaches also prepare questions to guide reflective practice. Everything should point toward student learning, and everything the coach does in preparation should aim to help the teacher reach every student.

# data[].attributes.body
Coaches need to be prepared just as we request our students to prepare for assignments and assessments. Study the content area, be very specific about what the student outcome goal is, and prepare reflective questions. Provide opportunity for the teacher to express their thoughts safely. Allow them to learn without letting them fail! If the coach is well prepared, the teacher will follow suit.

# data[].attributes.body
Coaches need to set goals for a successful coaching cycle - focusing on student needs with evidence to back it up. If this is carefully thought out, the impact on both the students and the teacher will be significant.

# data[].attributes.body
Coaches steps they take in preparation of a coaching session in a formal setting will support effective coaching by ensuring the work is intentional and based upon student needs/success. This will help them support the teacher in the way they need support.

# data[].attributes.body
the actions coaches take to prepare is vital to ensure the conversation is student focused and intentional. If the time is not taken beforehand data driven conversations can not happen like they need to.

# data[].attributes.body
Coaches support effective coaching by preparing intentionally before formal coaching sessions. By reviewing teacher goals and context, clarifying the session's purpose, and planning reflective questions, coaches ensure that conversations are focused, teacher-centered, and non-evaluative. Preparing to collect objective evidence and anticipating teacher needs helps build trust and promote meaningful reflection. Aligning coaching to student, building, and district goals and planning follow-up actions ensures coaching leads to sustained instructional improvement and positive impacts on student learning.

# data[].attributes.body
When coaches are preparing to meet in a formal setting, they must reflect on student work since that's what drives our instruction. While they prepare and look over the data, they must come up with quality resources and ideas/strategies to present to teachers. Being prepared shows they care and took the time to dig deep into what might best help this teacher and his or her students.

# data[].attributes.body
Being prepared with the lesson to come, data evidence and previous observation to teaching style in order to reflect and help the teacher be able to see what areas they could improve upon.

# data[].attributes.body
Coaches should be focused, supportive, and prepared for formal coaching sessions. They need to review data on students and teachers. The better they know who they are coaching and the content of instruction, the more effective the coaching will be.

# data[].attributes.body
Coaches need to be prepared. They should spend time going through student data to know what the students already know and what steps need to be taken moving forward. Coaches need to be positive and supportive and give feedback that will be beneficial to the teacher and students.

# data[].attributes.body
When preparing to coach, it is important to approach coaching as a partnership using student data to inform, set goals, and plan for future learning. They need to be familiar with the standards, goals, strategies, and questions to help facilitate and guide the conversation. I really connected with the beginning of the video when they discussed coaching is not about "fixing" the teacher. Instead the coach should guide/lead the the teacher in their reflection, so they can adjust their instructional practices in ways that will positively impact student learning.

# data[].attributes.body
In a formal coaching setting, the actions the coach takes in preparing directly support the core of effective coaching. Reviewing the data supports objectively and keeps the personal opinions out of the coaching. The support is intentional not reactive. This allows for teacher thinking and ownership. Teachers feel safe asking "stupid questions" in a small 1:1 setting with someone they trust. Formal coaching also provides accountability and consistent practices.

# data[].attributes.body
Teacher coaches should purposefully prepare for formal coaching. Being prepared will help ensure conversations are focused, respectful, data-driven, and growth-oriented. They will want to ask questions that keep the reflection centered on student learning rather than teacher behavior alone. Being prepared will help honor the teacher's time and build trust in the coaching process.

# data[].attributes.body
Planning (with setting goals and focusing on what is needed for good instruction) is key to building a strong coaching atmosphere. Helping each other and creating those partnerships so we work as a team and only improve our students learning potential moving forward.

# data[].attributes.body
Coaches actions as they prepare for coaching support effective coaching by ensuring the process is intentional, reflective, data-informed, and aligned to instructional goals. The point of all of that is to positively impact teacher practice and student learning.

# data[].attributes.body
They must be prepared by having looked at student data so they can have an area identify that needs improvement or help. They need to begin building strategies and resources for that area and field test it, so they can know that they are bringing useful resources to their teacher.

# data[].attributes.body
Coaches need to know the grade level/content area standards so that they can help make sure the teacher has clear learning targets and success criteria that match their standards. They need to be in the room observing the teacher but also student reactions to the lesson then they need to use student data and work to guide the coaching session. The coach should pre-plan an area of improvement for the teacher that will impact student learning and success. The coaching needs to be focused on student work and how to improve instruction and not a waste of time!

# data[].attributes.body
The actions coaches take before formal coaching sessions, such as setting goals that align to the standards, reviewing student evidence (data), planning questions centered on student and teacher growth, create the conditions for a partnership of trust, reflection, and growth, which are all characteristics of effective coaching.

# data[].attributes.body
In order to be an effective coach you should be prepared and research what you will be discussing by using student data. If there is not a goal in place, there may be a lot of discussion, but no real impactful conversations. Goals help keep the time focused and intentional. Therefore, the coach must come into the time prepared and with ideas already in place to suggest to the teacher that will impact the student learning. Time is precious and should be used intentionally with focus and a goal to impact student learning. If it is not, then the teacher will not put this time as a priority if it is not effective.

# data[].attributes.body
It is a coach's job to model best practices and effective planning, reflection, and decision-making. Coaches should spent the same amount of time-- if not more-- than the teacher preparing for lessons and formal coaching sessions. This displays the focus on instruction, best practices, and student achievement that the coach should be modeling for their teachers. Coaches should also be familiar with student data and work samples before a formal coaching session. This supports the idea that good coaching is student-centered and is focused on student achievement rather than "fixing" the teacher themselves. It puts an emphasis on student needs, which is what we should be striving for.

# data[].attributes.body
In order to be an effective coach, the coach should be prepared, knowledgeable, and intentional. Their actions or inactions will set the tone for the partnership between with the teacher..."Is this really important if the coach isn't ready to support & co-plan?"

# data[].attributes.body
Coaches have to be prepared before going into a coaching session. Being prepared includes knowing the standard and expected outcome of the standard, having looked at the student work from the lesson, and having reflected on the classroom visit. Coaches conversations should be based on student data and the teacher should be approached in a manner of improvement, not what was done wrong.

# data[].attributes.body
Q1--While preparing for an observation, the coach should know what standards are being taught, and looking for how it is presented and how the students are responding. It should be purposeful, that way they can give constructive criticism, and it is aligned to the standard being taught. This will help the teacher improve their craft in order to improve the student learning outcomes.

# data[].attributes.body
By reflecting before setting clear, measurable goals connected to student and teacher growth and the standards, coaches can empower the teacher to be able to reflect and make their own goals focused on student learning. Coaches use their knowledge and expertise to plan and good communication skills and being supportive to empower the teacher to grow while keeping student growth at the forefront.

# data[].attributes.body
The actions a coach takes indicate their level of preparedness for the coaching session and sets the example for the new teacher. Coaches should have a knowledge of the standard being taught and to what level, as well as proven strategies for teaching that standard. This knowledge comes through research and planning. And just as you would plan a lesson of your own by incorporating thought-provoking questions for your students, you should have a set of those same types of questions ready for the new teacher. Making them reflect and think about their teaching is what coaching is all about - not telling them how to do their job.

# data[].attributes.body
Coaches should spend time doing their homework before a session. This will show they are committed, knowledgeable and are focused on the students' progress. Knowing the teacher's stage, reviewing student data, setting a goal, preparing reflective questions and ideas will help keep the session meaningful and student focused. It reminds me of how we would prepare a lesson for our class...What stage is the teacher? What do they know? What do they need to know next? How will they get there? How will it be measured?

# data[].attributes.body
Coaches need to be prepared and focused beforehand to ensure efficiency and accuracy. Always leading by example…Coaches need to understand and be familiar with standards being taught and review the dates in order to set goals and ensure the teacher and student are on the path to success. Being prepared shows the teacher that the success of their lesson and their students is just as important to you as it is to them. Sadly, I have been in situations early on where the mentor teacher never met with me or even reached out to see if I had any questions or concerns.

# data[].attributes.body
The preparedness of the coach is essential to keep the process student focused and meeting concise and knowledgeable. This will go a long way to support the teacher as they are supported through the goal.

# data[].attributes.body
Each formal meeting should be purposeful. The coach must be prepared and have a plan but also be ready for the "teachable" moments. Be flexible to the needs of the teacher. Prepared with student data: informal and formal data. The best data is sometimes the informal data. During a lesson the coach should be taking informal data on students. Does the informal and formal data match? What is the connection or disconnections in the data? The collaboration and constructive feedback will assist the teacher reflect and plan more effectively. Thus, creating growth in students.

# data[].attributes.body
Effective coaches showed preparedness! This includes being knowledgeable about the content area, data, goals, etc. Effective coaches possess the qualities that lead to a positive encounter with their mentee which in turn leads to a positive student impact.

# data[].attributes.body
Coaches prepare for coaching in ways that reflect their responsibility (commitment to improving the teacher and student outcomes), their communication skills (devising what to say and what questions to ask), their observation skills (ability to note specific teacher and student interactions) and their dedication to the field. Only someone that really cared about improving teachers and students would dedicate themselves to the position of coaching!

# data[].attributes.body
Coaches have to be just as prepared as the teachers they are leading. Without this, resources cannot be shared and they can impeded a sense of togetherness. Without it trust cannot be established.

# data[].attributes.body
Coaches’ preparation makes formal coaching more effective by creating a clear, repeatable process. Coaching cycles and goals keep the work focused. Standards-based learning targets and student evidence make feedback objective and centered on learning. Co-planning and co-teaching turn talk into action. Measuring impact and partnering with the teacher leader ensures the coaching aligns with building priorities and leads to real improvement.

# data[].attributes.body
Coaches need to make sure they are prepared by reviewing the content and standards of the lesson. They need to be approachable and make the teacher feel as comfortable as possible. The goal is to impact student work, not to rattle the nerves of the teacher. Giving the teacher a heads up of what needs to be seen during the lesson can help her be more successful and build confidence.

# data[].attributes.body
When coaches prepare for coaching, it is ultimately respecting the teacher that they are working with. Co-planning with them shows that the coach is invested and not just an observer that is trying to criticize. When someone comes into my classroom and jumps in with me, it makes teaching more fun for me which in turn is more engaging for students, which leads to successful learning. When someone prepares to go into a classroom by prepping questions, reviewing the lesson/curriculum, and asking before they go if there is any area they can help with, it creates improvement in all areas!