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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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Just like in the video, the coach asked the teacher, if the student knew his criteria for the short answer at the end of the lesson. By asking the teacher that, the teacher was reflecting and said, "no, I should have given them a rubric." So, just the prompting of conversation can get the teacher to see effective improvements to the lesson/assessment design.

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I am currently seeing the impact having a mentee and another student intern under my "coaching." Daily we meet and reflect, I've witnessed both teachers ask for help/guidance on lessons, and then change for the betterment of their students learning. Even self-reflection after I have taught first period - I may change something and quickly meet with my mentee teacher to advise her a better way - these things are daily positive impacts for our students' learning!

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Q1--Coaching conversations promote deeper thinking, builds trust, connects practice to student results, and utilizes objective data. It also allows for active listening which can move teachers from passive instruction to critical self analysis to help with student learning.

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Q2--It can increase engagement, build relationships, increase teacher efficacy, increase confidence, and foster supportive relationships on campus. It also can help with teacher reflection for better student outcomes across all the district.

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Q1: Coaching conversations help teachers analyze their instructional practices and how they impact student learning. They enable teachers to work together by analyzing data and reflecting on teaching and learning in order to benefit teacher and student growth.

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Q1 - Having those conversations allows deeper thinking on your teachings and how they positively or negatively impact student learning. These conversations may give teachers new ideas that they may would not of thought of without a simple question/conversation.

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Q2-Formal/informal coaching allows teachers to reflect and grow with help from their village. This will benefit student learning and success.

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Q2: I believe that coaching can help build relationships, provide support/guidance by working together, enhance classroom instruction, and help teachers identify and support the needs of students. It is also important because it encourages consistent teacher reflection, which can only impact student growth/learning.

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Q1- Coaching conversations help me personally because my coaches really make me take a deep dive into my thinking. We sit down often and reflect on my student's work and I am able to really take a step back and see what is working and what isn't because it's tailored just for me and my students. Sometimes they tell me things that I don't want to hear but I am able to look back and implement the new practices and see student growth in areas.

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Q2- Formal/informal coaching can help on my campus because not everything that we may need requires a formal sit down meeting. I have been informally coached and I also coach a few others informally. Sometimes you need to coach informally first so that you can build that relationship with a teacher or colleague before having a formal meeting.

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Coaching conversations promote teacher reflection because it is based on the evidence provided by student work. If students aren't producing what we want them to, we have to ask ourselves

'why' and then make adjustments.

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Formal/informal coaching can impact student learning on my campus by having meaningful conversations about what student's are actually learning and where we want to go from there. Too often, I feel we move on to the next standard/skill for the sake of time, when it would be better to reflect on what students are producing on their assignments/assessments.

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Q1: Coaching conversations help teachers to reflect by asking questions the teacher may not have thought about. The prompting from coaches allows teachers to view their planning, lessons, and outcomes from different angles. It helps guide teachers in thinking about their own strategies, not to tell them how they are wrong, but how they can improve them.

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Q2: Formal and informal coaching could positively impact the student learning on our campus. Sometimes we get set in our ways and what we are used to doing, and coaching would help us all slow down and truly think about what works, what doesn't work, where might we need to see changes happen? It's not a matter of "good/bad" teachers. It's figuring out how to reach all students where they are, identifying new technology and resources to help, and collaborating on ideas.

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Q1: Coaching conversations allow for an outside look at a teachers instructional practices and how those practices affect students. These conversations create opportunities for self-reflections and the opportunity to collaborate with others to increase the impact on students.

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Q2: Coaching can have a positive impact on student growth. Collaboration and meaningful conversations about student work and the analysis of that work will allow for more targeted instruction and intervention. Focus on where students are and how to better structure lessons and plan for student success can be a way to grow these students. This can be achieved through guided coaching sessions to come along-side a teacher to support and assist them where needed.

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Q1: Having those coaching conversations around student data helps teachers reflect more deeply, in turn, they realize what they need to refine not only in reteaching but in future lessons. Coaching conversations bring ideas up by questioning and reflecting that will help you be a better teacher.

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Q2:  I think formal and informal coaching would actually help our staff to feel more comfortable sharing ideas and really evaluating our teaching.  In turn, this would help our overall school environment, as well as, our test scores and overall teaching.

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Q2:  I think formal and informal coaching would actually help our staff to feel more comfortable sharing ideas and really evaluating our teaching.  In turn, this would help our overall school environment, as well as, our test scores and overall teaching.

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Coaching conversations allow the teacher to reflect on the lesson and student learning when using student work. The teacher is able to be self-reflective and utilize those opportunities to grow.

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Coaching has a positive impact on overall growth and achievement. Teachers have the opportunity to have conversations about what strategies are researched based and to use those strategies to enhance the learning opportunities given to students.

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Q1: Coaching conversations help the teacher think about things they maybe wouldn't think about on their own. They bring the conversations and offer another eye on the ground to what is going on

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Q2: Like we saw in the video, the lessons can go deeper by realizing where issues might be. For instance, the guy was told in a previous meeting to focus on the students model. So he did that and only one student seemed to have not gotten the information based on their writing examples. This can happen on my campus by helping give teachers ideas to make their lessons pop.

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Q1: Coaching conversations help the teacher reflect on the lesson and student learning. Teachers are able to discuss what worked and what didn't and seek guidance on areas to improve upon. Through questioning, the teacher is able to think through the process. This will help them become a better teacher in the long run and impact the learning of the students.

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Q2: Formal/Informal Coaching will have a positive impact on student learning. The rich conversations that can occur during coaching will carry over into the classroom. Teachers are able to share ideas and strategies that work and discuss the ones that aren't successful. Student growth will take place and be impacted because of this.

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Q1 : Coaching conversations aid in learning and reflection because it forces you to look at your practice through the product of student work. This will ensure that you are reflecting on what your moves are as a teacher in order to ensure students are learning.

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Q2: Formal and informal coaching impacts student learning because it again helps you think through what students are learning and to what level they are meeting the standard. Coaches help you take a step back and look at the product so you can reflect on your process.

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Q1- We should be having conversations to promote reflection because that's how we become aware of our actions. I think it's a great way to learn from yourself rather than from the coach. We've talked before about not just telling our mentees what to do because they aren't going to listen, but if we encourage reflection and pose questions for them, then they can learn from their own actions and learning.

Q2- I think both formal and informal learning is important for student impact. We don't always have time to sit down and meet, but we do have time in the hallways and over email to give bite sized reflection, feedback, and checkups. Having students in mind can prioritize student impact. Knowing that is why we are here to help students succeed is what it's all about.

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Q1-Coaching conversations promote teacher reflection by asking questions that get teachers to think at a deeper level and reflecting on their lesson and student work.

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Q2-Formal/informal coaching could impact student learning on my campus for sure. It would definitely help teachers reflect on their lessons before, during, and after the lesson. As well as use the student work to drive the students' learning.

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Q1. Coaching conversations help teachers to create ownership. They help the teachers by making them reflect and maybe see things differently. It takes everyone working together to help students and teachers grow.

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Anytime you can have a conversation, formal or informal, you are hopefully, going to have improvement for the students. If we increase student learning and move them forward it is a win for everyone.

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Q1. It helps the teacher with open ended questions and teacher ownership of learning. The teacher and the coach clearly have a good working relationship where they feel comfortable with each other and feel confident sharing their opinions.

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Q2. It helps with providing goals that align with student learning. It helps build trust and it adapts to individual needs.

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Q1: When we are teaching, it's hard not to get tunnel vision and focus completely on the task at hand. Your mind constantly bouncing from student to student, monitoring, adjusting, assessing. Having a coaching conversation after a lesson allows an outside perspective and allows you to reflect on parts of the lesson you could have dig deeper on or students you could have prompted differently, more effectively. It can give clarity to things you did well and ways to engage students in a totally different way.

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Q2: I think coaching forcing you to stop and reflect on the why and the how instead of just "it's done" can help any teacher identify ways to keep students from falling through the cracks. It helps support the teacher in problem solving when specific students are struggling or excelling and need more push.

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Q1: Coaching conversations can help teachers be more mindful and intentional about their decisions when planning and delivering the lessons. What the coach observes during instruction can help the teacher determine next steps and possible strategies to implement going forth. This will ultimately lead to student growth.

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Q1 It gives the teacher an opportunity to pause and own their growth.

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Q1: Coaching sessions allow you to relive your lesson, see things you might have missed, and the teacher does most of the talking. The coach knows what to say to guide you along the way.

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Q2: Coaching will directly impact student growth by helping teachers sharpen their skills and push the students more.

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Q2: Incorporating a mix of formal and informal coaching can be beneficial on my campus because our planning periods are not always aligned. Informal coaching can be helpful to share quick ideas that you don't need a formal session for. I also think informal coaching can help strengthen relationships with teachers and help them feel supported.

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Q2 Teachers will adjust instruction based on evidence, not just guesswork or programs. 

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Q2 Teachers will adjust instruction based on evidence, not just guesswork or programs. 

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Q1 - Coaching conversations promote teacher reflection simply by encouraging thought that may not have occurred to the mentee, and by providing a safe space to engage in reflection with a respected coach. Sometimes when teachers are unable to see the forest for the trees, a coach can provide a different perspective for the mentee to utilize in reflection. Coaches can use conversational moves to create awareness for the teacher, motivate and encourage them, and build them up- ultimately strengthening the mentee's ability to constructively self-reflect.

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Formal and informal coaching impact students by having teachers put more thought into what just happened within their lesson and/or student work. When we slow down to have discussions on how things went, especially with another person who is knowledgeable and supportive, we are able to come with ideas that could push our students in a more purposeful direction. All student benefit when educators work together to make this happen.

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Q1- Coaching conversations are essential to foster next steps in a teacher's learning so as to continue to improve student engagement and impact in the classroom. It allows a classroom teacher to self-reflect and find their own flaws rather than just pointing the finger and building up the teacher's defences.

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Q2-The formal coaching is essential to help guide a teacher to self-reflection and self-improvement. While informal coaching is not as engaging, it is extremely important in helping to build rapport, gaining trust, and showing the teacher that you are approachable if they have any questions and concerns outside of the formal coaching times. Either way, the learning of a teacher is going to impact the student learning in a positive way.

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Q1: Coaching conversations promote teacher reflection by giving teachers a safe space to talk through their thinking, notice patterns in their practice, and pause to ask, "is this working?" Instead of being told what to do, teachers reflect, problem-solve, and take ownership of their growth.

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Q2 - Formal and informal coaching on my campus would be a tremendous asset. Teachers on my campus all get along quite well for the most part and are willing to work together often. Formal coaching could benefit them because all teachers have a chance to strengthen and improve their teaching practice, and also demonstrate in which areas they have specific expertise where someone needing modeling in that area could observe. This kind of coaching would provide the most impact on students by improving teacher reflection and practice. Informal coaching would be a great way to provide quick coaching opportunities where teachers can receive coaching that is highly digestible.

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Coaching conversations allows the teacher to talk through their lesson in a safe and supportive atmosphere. The coach can ask questions that prompt the teacher to look at each part of the lesson and discuss how they were able to model and lead the students to the desired outcome. It is in these conversations that the teacher can see more clearly where both strengths and weaknesses are in the lesson. They can discuss how to better lead students to deeper levels of learning. When the teacher voices out loud what the weaknesses are then there is an accountability to fix the issue. When teachers are allowed to voice strengths out loud it increases confidence which increases the teachers impact on student learning.

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Q2: Formal and informal coaching can impact student learning by helping teachers fine-tune instruction in real time. Small shifts from coaching can lead to clearer lessons, stronger engagement, and better support for students, especially those who need it most.

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I believe that informal and formal coaching could positively impact student learning by creating a shared culture of support and accountability. Teachers would be forced to be transparent with other professionals with what is going on in their classrooms. This would lead to learning from each other which would increase a feeling of responsibility that all students can and will learn at a high level.

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Q1 Coaching conversations promote teacher reflection by asking teachers to justify their thoughts. In the video, when the teacher said he liked a particular paper, she asked why do you like this. With most of her questions she encouraged him to understand why he answered that way. Furthermore, she led him to use student evidence as his reasoning. Not just a personal feeling of a good paper. This type of questioning also leads a teacher to reflect on areas that need to be improved or modified. He realized that maybe this work needed a rubric because not all students would understand what he was looking for.

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Q1: Coaching conversations promote teacher reflection by giving teachers opportunity to talk about what they thought the best parts of the lesson were and where they can make improvements. Using the student work, teachers can clearly see what was effective in their own teaching and where they might have shortcomings that can be cleared up.

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Q1: Coaching conversations promote teacher reflection by creating structured and supportive opportunities for teachers to analyze the impact of their instruction using student evidence. Through purposeful questioning, effective coaches prompt teachers to think about what worked, what didn’t, and why. When conversations are grounded in student work or data, reflection becomes more concrete and meaningful rather than based on assumptions. This process encourages teachers to take ownership of their learning, identify areas for growth, and make intentional instructional adjustments.

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Q2: Formal and informal coaching can positively impact student learning by providing ongoing, responsive support for teachers. Formal coaching allows for intentional goal setting, observation, and reflection cycles that lead to improved instructional practices aligned to student needs. Informal coaching—such as quick check-ins, hallway conversations, or modeling strategies—reinforces learning in real time and builds trust. Together, these approaches help teachers refine instruction more consistently, which leads to stronger engagement, targeted differentiation, and improved student outcomes across the campus.

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Q2: Informal/formal coaching might impact student learning on my campus by guiding teachers towards creating deeper and more thought-provoking lessons and assignments. Teachers have a guiding structure to be able to reflect on their own teaching and are given tools to clearly see where they can make improvements. Student learning is successful when a teacher is successful in the delivery of the content.

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Q1: Coaching conversations help a teacher reflect on the methods, student engagement, and self-reflection. It encourages teachers to take a step back and analyze work to refine for positive student outcomes.

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Q1 - Coaching conversations open the door for a lot of possibilities. It gives the teacher and coach a chance to discuss what they saw. He was able to realize the importance of having a rubric so his students would know the expectations to be successful. They discussed how he could make it better for the next lesson, which as teachers I feel like we do this class by class. We notice a concept not being grasp so we make sure to emphasis this in later classes when needed.

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Q2 Formal/Informal coaching should impact student learning by encouraging teachers to improve their craft. It not only challenges teachers, but gives them tools and fresh ideas. When student work becomes the focus, we see more clearly those things that need improvement and strive to understand what we as educators need to do to help our students be successful. I think it also helps teachers feel that they are not alone. It builds confidence and forms relationships and networks of support among teachers.

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Q1: Coaching conversations can lead to teacher reflection because they are able to bring questions to the forefront that may not have been something that the teacher had thought about. It allows different viewpoints to be brought to the table.

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Q2: Informal and formal coaching allows us to bring the best to our students. Sometimes when we are teaching and someone else can be on the outside looking in then we are able to see another viewpoint which allows us to really fix and be the best teachers and put forth the best instruction for our students.

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Q2 - When having an informal moments it is a little more "light hearted". It gives you a chance to just throw ideas out there, which also helps lead into what's being discussed in the formal setting. The informal just opens a lot of doors for good discussion and ideas for lessons. The formal is more structured and has a lot more detailed information being discussed. It opens the door to give suggestions on how to make it better. It also gives the teacher an opportunity to self-reflect and make the lesson even better for the next opportunity. Anytime there is an opportunity to make a stronger lesson for our students we should take it. By having these discussions we are able to see where things may have needed improvement but can also see what works.

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Coaching conversations allow teachers to reflect through the explanation of the lesson to the coach, and reviewing student work to see how successful the lesson. Both of these promote reflection because it's rooted in data observed by the coach or data created by the student. There's evidence of lesson, and how the students did as a result of the lesson. This allows the teacher the opportunity to decide what he needs to keep, throw out, or tweak for next time.

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Q1. Coaching conversations allow teachers to reflect on the impact of their instruction based on student work (evidence). Conversations that are grounded in student work allow teachers to reflect on their own instructional strategies to see where/if changes need to be made to help facilitate a stronger impact on student learning.

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Informal/formal coaching could change the teacher experience on our campus right now as there is very little positive feedback for teachers. Most of our observations result in emails saying do this....or do that....with very little explanation, creating a "gotcha" situation with teachers. Having someone provide positive feedback with support in needed areas would change the current teaching culture at our school for negative to positive.

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Q2. Formal/informal coaching would impact student learning on my campus simply by allowing teachers a constructive environment to reflect on their instructional strategies and their impact on student learning. It is just easier to see when you have a conversation with another colleague. Sometimes, independent self-reflection can make a teacher feel lost and diminished. A collaborative coach would add the encouragement and insight that a teacher can't see from the inside.

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Q1 Coaching conversations help teachers reflect because when you have a good cycle of asking questions and listening to the teachers' responses, not just telling them what to do, they will start to reflect on what went right and what could have gone differently or what could be improved. In the video, she didn’t just come out and say you need to make a rubric for your students next time. She asked guiding questions to get him to that conclusion by asking if they knew the explicit grading criteria. Yes, it is expected because you do it everyday, but was it in writing where they could physically see it and remember it or check it off? You can’t just say do this differently, you need to guide the teachers to understand what could have been different AND the why behind it.

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Q2 Informal coaching will help me build relationships with the teachers on my campus. It will be a casual conversation or check in that is purposeful, but they will feel like they are talking with a friend and building trust along the way. It will show that I am approachable and they can feel free to come to me because I will listen to them and empathize with them. This will help change little things on a day to day basis for the teacher’s practice, which will help students every day little by little, like a short-term growth plan. Formal coaching opportunities will be helpful because they are more explicit. I will sit down with a teacher and talk about what went right, what could have been different or better, and we can make a plan together for the bigger picture going forward. I can challenge them and give them new ideas to try that will be beneficial for all students in the long run, not just on a daily basis. It’s like a long-term growth plan. These will both help drive their teaching practice to a higher level, which will impact student growth positively. When they implement the daily “little” practices, it will make it easier for them to implement the long term “big” practices.

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Q2: Receiving formal/informal coaching provides support and builds on the relationship created. Coaching helps teachers explore other avenues to benefit their students, such as more interactive activities than they're used to.

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Q1: Coaching conversations promote teacher reflection by using questioning and student evidence to help teachers analyze their instructional choices, recognize impact on students, and identify next steps on their own.

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Q2 Both formal and informal coaching can improve student learning by supporting consistent instructional practices, encouraging teacher self-reflection, and keeping the focus on student evidence, which leads to more responsive teaching and stronger student understanding across classrooms.

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Q1: Coaching conversations allow both the coach and the teacher to brainstorm ideas about what worked, what didn't, and examine which students need intervention and different strategies to try to assure that all students learn.

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Q2: Formal/informal coaching conversations on my campus happen during PLCs where we discuss data samples and create common formative assessments We work together to link instruction with assessment using pre- and post-test data.

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Q 1: Two heads are always better than one! They say it takes a village to raise children, and I think the same is true of teaching. Coaching is collaboration that models and encourages reflective practices.

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Q2: I think that informal coaching is easier and more approachable and can help start the process to build trust and rapport. This is essential to start the collaboration process and ensure that all are engaging best practices for student success outcomes.

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Q1: They promote teacher reflection by creating a structured, supportive space where educators can think deeply about their instructional choices, student outcomes, and professional growth. Through intentional questioning, active listening, and evidence-based feedback, a coach helps teachers slow down and analyze what happened in a lesson, why it happened, and how it impacted student learning. Rather than giving directives, effective coaching encourages teachers to articulate their goals, examine assumptions, and consider alternative strategies. This reflective dialogue builds self-awareness, strengthens instructional decision-making, and fosters a growth mindset, ultimately empowering teachers to take ownership of their continuous improvement.

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Q2:Formal and informal coaching can significantly impact student learning on a campus by strengthening instructional practices and fostering a culture of continuous improvement. Formal coaching—through scheduled observations, goal-setting meetings, and structured feedback cycles—provides teachers with clear, data-driven insights into their instruction and targeted strategies for growth. Informal coaching—such as quick check-ins, modeling, peer conversations, or real-time feedback—builds trust and encourages ongoing reflection without the pressure of evaluation.

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Q1 Coaching conversations promote teacher reflection by allowing them to slow down, think, process, and refine instructional decisions based off student needs. When structured effectively, there is a shift where teachers go from simply doing to analyzing their teaching to impact student learning.

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Q2 Formal and informal coaching can really make a difference in student learning because they help teachers get better at what they do and when teaching gets better, students learn more. I've noticed during formal coaching conversations, it really allows the teacher(s) to slow down and think about their lesson and the student work-what worked/didn't work and why. With the informal conversations, it usually helps with a quick adjustment to better the next lesson/someone next door. This allows for less confusion by the students, but the informal conversations tend to build relationships too-to work together to better the students' learning.

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Q1: Coaching conversations promote teacher reflections by having the teachers dig deeper into what is happening in the learning process.

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Both formal and informal coaching will help keep teachers on the cusp of always wanting to provide great lessons. Always wanting to be better teachers with more engaged students. Getting to share how brilliant our kids are is great, and it's a pat on the back for all the hard work that goes into the planning process.

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Q1--I think coaching conversations definitely helps us reflect on things we got right or things we may have missed an opportunity to do. We may not have even thought about it at the time of planning, but through conversations realize what we can do next time to promote more effective student learning. Sometimes it is as simple as taking a good idea and leveling up to a great idea. Discussing how students respond to our lessons helps us evaluate even more.

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Q2--Formal/Informal Coaching can impact student learning on my campus by helping us feel like we are all in this together as a TEAM working for the betterment of our students. Coaching doesn't always have to be in a formal style. Informal coaching can be our daily checking in with each other and giving advice or taking feedback. Both styles help us all grow as lifelong learners and we can take this knowledge back to our classrooms to help impact our students in a positive way.

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Question 1: Coaching conversations promote teacher reflection because the coach makes the teacher do the deeper thinking. With a coach I think it makes self-reflection a lot easier because they are able to point out things or put them in a perspective you may not have thought of. Coaches that can give their own personal experiences put my mind at ease and make me not be so hard on myself! When they remind me that they were once in my shoes it makes the conversations not so heavy.

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Formal and informal coaching can impact student learning because it allows teachers to review student data and reflect on student work to ensure student growth. It's important to target the areas in need and with coaching you are able to really dig into the needs of your students with someone who is working toward the same goal as you.

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Q1. Coaching conversations promote teacher reflection by intentionally centering discussion on students evidence and instructional impact. The slide highlights that effective coaches: Provide opportunities for teachers to reflect on the impact of their instruction using student work. They ground conversations in student evidence, which shifts reflection from opinion to observable results. And they encourage self-reflection, rather than simply giving advice.

This structure helps teachers move from “What did I teach?” to “What did students actually learn?” When reflection is anchored in real student data, teachers are more likely to analyze instructional decisions, identify strengths, and determine specific areas for growth. Both formal and informal conversations create ongoing opportunities for this reflective practice.

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Q2. On a campus, combining formal and informal coaching can significantly impact student learning in several ways: formal coaching cycles provide structured opportunities to set goals, analyze data, implement strategies, and monitor progress. This creates consistency and alignment around instructional priorities. Informal coaching conversations allow for real-time feedback, quick reflection, and immediate instructional adjustments. When both are grounded in student evidence, teachers are more likely to adjust instruction based on actual learning needs. Encouraging teacher self-reflection builds professional capacity and collective efficacy across PLC teams.

Ultimately, when coaching consistently focuses on student outcomes and instructional impact, it strengthens teacher practice, increases intentional planning, and improves student achievement across classrooms.

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Q1 - Coaching conversations truly promote deep reflection on how to best impact student learning. When the process is done right, the results can improve engagement and create strong relationships that will benefit all involved. The teacher efficacy and overall confidence will also improve. I have seen first hand how positive and negative coaching can impact an individual or team.

Q2 - Both informal and formal have a place in our school setting. The informal allows for the relationships to be established and the formal allows for the deep conversations and authentic work to take place. Once trust and relationships are built we often see improved fidelity and application to the process.