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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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I think we would see more student learning goals met when the coaching conversation was built mainly around student success and not just standards and curriculum development. Sometimes the actual students get lost in the curriculum discussion.

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When a coach is able to guide a conversation with a teacher using effective, probing questions that really focus on how the lesson was given as well as received by students, this opens up an opportunity for the teacher to look deeper into what sort of impact did the lesson actually have for students.

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Both formal/informal coaching when done successfully will allow for collaboration with teachers that truly look at how well students are learning from the instruction given by the teacher. It allows for opportunities to target areas of growth as well as areas of success to determine student needs and areas to change.

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Guiding conversations leads the mentee to the answer, rather than just giving it to them. It is very much reflective of how a teacher doesn't give the answer to the student.

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It would allow the teacher to better understand the whys of what they do what they do and how it affects the students and their learning. This would lead to deeper engagement and learning by the students.

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Q1: Asking the right questions helps the teacher take time to think about what went well, what could be changed, and how you could change it in the future. This allows the teachers to reflect on how the lesson effects the students.

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Coaching conversations promote teacher reflection because it makes you think about things that you might not usually reflect on. Many times, we are doing things out of habit/routine that we might not realize is something that we have thought through previously that needs to be revisited.

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Coaches promote teacher reflection by instead of just saying what the teacher did well or could have done better on, the coach can ask questions and guide the teacher in reflecting on the lesson themselves.

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Q1- Coach conversations can organically pull out reflections. Sometimes as teachers we don't know what we do, because it's just how we teach. Coaching conversations can allow for reflections with guiding questions.

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The coaching will impact student learning through questioning and reflection. By taking time to reflect and think through the lesson, you are opening yourself up to see what could be done differently next time in order to deepen the understanding or clarify any misconceptions for student learning.

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Formal- Usually more data-driven. This is where the magic happens, and it can change how you teach and modify your lessons.

Informal - This is still very valuable, but could be used for quick feedback or big ideas that you can revisit later during formal conversations.

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Q2- Coaching will provide immediate feedback to help the teacher navigate the next steps for their students.

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Q1: The coach can ask the right questions to help expand the teachers thinking when they are reflecting. The coach can ask questions to help expland the teachers thought or to help guide the teacher to something that they may not have been able to come to themselves.

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Q1 - Coaching conversations promote teacher reflection through guiding questions which lead the teachers to their own "aha" moments. It causes the teacher to look at their lesson through a different lens. It allows the teacher to leverage his or her strengths to provide the best instruction possible for students.

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As demonstrated in both videos from this module, a good coaching conversation should inspire teachers to want to do better. This coach did a great job at asking simple questions that caused deep self-reflection and revision for the teacher. The coach shouldn't remove the thinking or tell the teacher what to do, but instead, probe for deep reflection.

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Both types of coaching provide feedback that teachers may need in order to determine their next steps in the classroom.

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It allows teachers a chance to formally and informally discuss/reflect on students with someone and allows another perspective on the student learning.

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Q2: I think both informal and formal coaching can help to give feedback to teachers to help them improve student learning and teacher instruction.

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On my campus, coaching hasn't been as effective as seen in the video, but has the potential! I think if my coach were to sit with me and observe on this level, my students would benefit by having to think more for themselves and in turn, learn deeper. It's easy to be stuck in what we know, but coaching should challenge you to do better.

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Formal and informal coaching would challenge our teachers to truly reflect on student learning and would facilitate conversations about the learning process. It would encourage our teachers to keep student learning at the forefront of what we do.

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What I enjoyed from the coaching video today was the teacher having the opportunity to think out loud about their lesson and verbally process it with the coach in a safe setting. As teachers, we're so locked in our lessons that it is sometimes hard to see what went wrong or what went right in the moment. Being able to come back afterwards and reflect on the process with someone who ideally has our (and of course our students) best interests at heart helps teachers organize their thoughts and bounce around ideas for those little "tweaks" that we often overlook when we're reflecting alone. PLCs are another great way for this to organically happen!

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Q2 - Formal/Informal coaching causes teachers to stop for a minute and reflect on their practices. It is so easy to get caught up in the day to day chaos and not take the time to anaylze whether the lesson went well, if all student needs are being met, what the student work is showing, etc. I think sometimes we think coaching needs to be formal but even the informal conversation can have a lasting impact on student learning.

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Q1: Coaching conversations are critical for good teacher reflection because they provide a framework for teachers to talk through their thinking, and without that framework/guiding questions it can be challenging to see gaps in student learning.

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I know that when I feel like I am just having a conversation with someone and I am not be talked at or talked to, I am more open with sharing my true feelings and thoughts. These conversations provide a safe space to share how the teacher is really doing and really feeling. A lot more opportunity to be open and honest, which is something all of us wants!

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Q2: Both informal and formal coaching has and will continue to benefit students because it promotes teacher collaboration, reflection, and efficacy. When teachers feel confident and empowered it transfers to their students.

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Our school has been engaging in a lot of learning walks this year where admin and/or teacher leaders take a group/PLC to various departments or classrooms to observe high quality instruction. The informal conversations that happen as we leave the rooms has been great, as people share their thoughts on how they can take what they saw and make it applicable to their subject/classroom. Formal coaching has been a little more hit or miss for me this year, but I think if a nice balance can be obtained in the support process - then it can positively impact student learning across the campus!

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I can see this going really well within the CTE department at my school, being someone that is a part of the CTE department. I think it would go well in the core classes but probably better if the coach was a core teacher. I know that if this was really incorporated in my building, there would be a lot of success for the students.

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Q1: Coaching conversations give us a chance to slow down and think through what we’re doing. When we talk about student work or lessons with someone else, it helps us see things we might miss on our own and think about how we can make small changes to get better.

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They talked about student evidence and that really helped them stay on topic. It provided the most effective opportunities to strenggh the teachers areas of growth.

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Q2: Coaching helps keep the focus on what moves learning forward. I feel like both types of conversations help at our school to build that collective responsibility for student achievement.

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Coaching conversations promote teacher reflection through questioning to identify entry points for coaching and supporting teachers. It empowers teachers to build their self-efficacy.

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When all educator use informal and formal coaching student growth is happening. Student centered coaching will impact student learning and then reflect on the campus.

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It allows the coach to ask some questions to get the teacher to think about how certain things went during the lesson. It helps dive into the thought process on how to improve upon what went on. The teacher is then able to take time to ponder on the lesson and make appropriate changes.

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Q1: Coaching conversation guide teacher reflection. Guiding questions or probing questions help the teacher have a focused reflection. These questions help teacher identify their strengths and areas of growth. Coaches help teachers keep their focus on student evidence to create a deep impact on their learning. The conversations help a teacher feel comfortable and the feedback comes across organically . These conversations help build the relationship and create a safe space for the teacher to have an honest reflection.

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Coaching conversations will have a great impact on student learning. When you are able to discuss what is going on in your classroom it will lead to improvement. You can bounce ideas off of each other and share what works for you. A conversation can lead to reflection about the lesson. All of this can lead to improvement in the classroom which will impact the students growth.

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Coaching can have a significant impact on student achievement because teachers can identify student needs and target them with high-yield strategies.

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GOOD coaching conversations promote teacher reflection naturally. It's basically setting aside a time where you don't have to worry about this or that and just look back on what happened in class. It's making sure you have a safe space for your brain to re-live the moment, evaluate/reflect, and strategize with how to make it better. Without the coaching reflection can rarely become a priority like it does during a coaching session because we have to many other things to worry about. Coaching session sets us up to make reflection a priority, which we need, in order to make students succeed.

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Q2: Formal/informal coaching ensures student learning. It allows for our thinking to be student focused, especially when drawing on student evidence. Coaching allows for collaboration and growth in the art of our teaching. Coaching is centered around finding strengths and weakness both in instruction and student work. This immediate reflection and feedback allows lessons to be modified the very next lesson.

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Q 1-Collaboration and reflection are the key to being successful in teaching. Coaching conversations turn everyday teaching experiences into learning opportunities . This is done by slowing down practice, looking at student work evidence, and empowering teachers to grow through reflection. This allows teachers to really take a look at their lesson, the delivery and how it impacted student learning and what changes may need to be made.

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Again, anytime you are having informal or formal discussions with colleagues about teaching is a benefit to impacting student learning. Anytime you reflect is a benefit, but when you purposefully have informal/formal conversations you make it a priority in your mind, a time where nothing else matters other than reflecting, strategizing and shifting things around to be more effective as a teacher, and therefore, creating a greater impact on student learning.

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Q1: Coaching conversations promote teacher reflection by the coach holding a mirror in front of the teacher. The mirror is not there in a harsh way; it is there to bring attention to the great things happening in the classroom and the things that need a little tweaking.

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Q1: Coaching conversations promote deep thinking and help us to evaluate how much student learning is occurring based on teaching and what next steps should/could be if high student learning is not happening.

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Q2: Formal/informal coaching has the potential to shift the focus in all classrooms to student needs and student growth.

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Q2-Formal/Informal coaching impacts student learning by teachers receiving feedback to help improve instruction. It opens up discussions and gives teachers the opportunity to improve teaching practice, align instruction, and ultimately increase student achievement and growth.

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Q2: Both informal and formal coaching are impactful! Whether it's quick feedback and adjustments that need to be made or diving deep into data. Both are beneficial ways for the teacher to reflect on what they are doing and how well the students are learning.

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Coaches push teachers to a deeper level of reflection. They help facilitate the "aha" moments we have when analyzing student work. They guide you to think about next steps without telling you what to do next.

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Coaching conversations promote reflection because they are centered around that growth. When you put a name to it, it gives it that meaning and purpose. What is this meeting for? It is for addressing the needs of the teacher and the needs of the student.

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Coaching conversations can support teacher reflection by prompting a teacher to pause, giving them a safe space to think about a lesson and their practice, and guiding educators with questions and thoughts that will help them to make sense of their instructional choices in a supportive, non-evaluative way.

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When a teacher is in a coaching conversation the teacher is being asked many questions about the lesson they taught, which forces the teacher to reflect on the lesson itself, how the students responded during the lesson and the outcome of learning from that lesson.

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Student learning would be greatly impacted by these intentional coaching conversations either informal/formal. That outside perspective the coaches can have where they do know your students but can see things you might miss is invaluable. Teachers attitudes could shift and they could keep focusing on what works and reflecting on what does not.

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Coaching will help me challenge my students in new ways, and help me to get my students more involved in their own learning. The feedback helps us remember to keep students at the center of our teaching.

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Q1: Coaching conversations promote teacher reflection by allowing teachers to see things they otherwise wouldn't have due to their role. It increases teacher self-awareness if done well.

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Q1: When having a coaching conversation, it is important to use questioning techniques that you may use with your students. We are prompting the person we are coaching to reflect on what they are doing in the classroom and having them reflect on the outcome. We want the teacher to learn how to be reflective on their own, and by continually asking probing questions, we are able to help them understand what they should be asking themselves after a lesson is taught. Much of this needs to refer back to how we know if students are grasping the skills or concepts that are attempting to be taught.

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Q1: Coaching conversations are essential for teacher growth so that they are able to "talk out" the gaps in their delivery and/or student learning. It is their "aha!" moment. It provides immediate feedback and allows the coach to understand how the educator reflects, so he/she can provide the assistance needed for the mentee.

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Coaching conversations promote teacher reflection when they are open ended and center on concrete data—student work, observation notes, assessment results—rather than opinions.

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Q2: Formal/informal coaching impacts student learning on campus if the student work is kept at the center of discussions. Informal coaching can help teachers react more quickly to student work, and formal coaching can lead to in-depth discoveries and plans for the future to benefit students. Incorporating multiple minds/experiences/ideas to help students is a best-case scenario and can help teachers feel less isolated (and therefore better able to meet student needs).

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Coaching conversations, both formal and informal will lead to stronger instruction. When there is stronger instruction across a building, the students will receive a higher quality classroom learning experience. The conversations will prompt teachers to analyze student evidence of learning in order to make adjustments in their practice. This will lead to more targeted, effective instructional practice, ensuring the desired student outcomes, especially when considering rigor and equity among grade level teams.

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The impact of coaching, either formal or informal, provides a teacher a way to fill in the gabs of his/her thoughts about a lesson and helps to erase doubt about the lesson. The teacher reflection will show weak spots in the lesson and that will give the teacher the opportunity to fix weak gaps and tighten up the lesson which in turn will end up in more student learning.

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Q2: The goal of both formal and informal coaching is student achievement. These coaching sessions will help the teacher to reflect on their practices and how they can improve student achievement. If we can reflect on where we may have gaps in our instruction, we will have better success in filling those, so students can be more successful.

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Q1 - Effective coaches use guided questioning to help the teacher reflect on their teaching and then, using student work, confirm if the teaching goal was truly met. The coach can ask probing questions to encourage the teacher to go deeper in their thinking and realize opportunities they might have to take the students to a higher level.

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Coaching can have a powerful impact on student learning across a school campus by strengthening instructional practice, building teacher capacity, and fostering a culture of continuous improvement.

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Coaching conversations promote teacher reflection because purposeful questions are asked that are based on what was observed in the classroom. It's also a safe space for teachers to be honest with their thinking.

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My favorite collaboration is organic and in the hallway between classes. We see/understand much when it is "in the moment." When we have informal coaching, as in the hall, it feels like less of a 'gotcha' and more of a conversation about what we are doing or not doing as educators. It builds trust and camaraderie. Formal coaching is more guided and more reflective. It is more regimented, but in a kind way. Informal coaching feels like it would be more thought-provoking for the "big show" of formal reflective coaching because the "question" has already been spoken, and helps to promote reflective thinking.

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Q2 - Formal/Informal coaching helps teachers recognize their strengths and weaknesses and encourages them to be more intentional in their reflection after each lesson. Effective coaching empowers teachers to take their students to deeper learning through stronger instruction which has a powerful impact on student growth and achievement.

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An effective coach is able to provide different opportunities for the teacher to reflect on their impact based on student evidence. They are encouraging them to reflect with questions and not just providing the answers for them.

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Q1: Coaching conversations can promote teacher reflection by engaging in quality discussion about all key points of teaching a lesson. If a list of pro/cons are listed the teacher can feel confident but also inspired to continue to work towards even better instruction. You are able to deep dive in all aspects to truly understand what is beneficial and what can be changed.

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If all teachers are encouraged to reflect on their impact on student learning frequently, there should be continual improvement in instruction and student learning on campus.

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A skilled coach asks intentional questions that help guide a teacher to the answer/outcome without giving the answer outright. This supports the teacher in reflecting more deeply and making connections, then planning for next steps to support student growth.

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Formal and informal coaching impact student leaning by improving teacher practices and supports teacher growth.

Informal coaching can provide quick feedback which allows the teacher to adjust the lesson for the next class. Formal coaching provides feedback based on student work; therefore, teachers design stronger lesson plans based on the needs of students.

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Q1. Coaching conversations promote teacher reflection because the coach is there to help the teacher reflect on student work and see what went well and what did not go well. The coach can ask questions that the teacher may not have even thought of to help increase student learning.

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Q2: How might formal/informal coaching impact student learning on your campus? We have a lot of informal coaching going on, which is great but also can be stressful. Informal coaching at my building looks like a random visit and then an email with a conclusion of what was seen. There is no conversation. I think if the coaches were more intentional about coming and observing, they would schedule a time after the lesson to sit down and have a discussion. I think this come impact student learning by actually have that conversation with teachers and giving them strategies to try out. If there was more support, teachers would have new strategies and feel confident trying them out. This will obviously effect students directly by being exposed to new strategies and better teaching practices.

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Coaching conversations promote teacher reflection by creating a safe, supportive space for teachers to reflect more deeply on their instructional practices. Through purposeful questioning, active listening, and feedback, coaches help teachers analyze what is working and what's not. These types of conversations help with compliance rather than evaluation.

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In my own work, I could use informal coaching more effectively by taking advantage of those little windows that open up naturally during the course of a day. I have weekly coaching sessions scheduled with a few teachers I am working closely with, but I am realizing that I could be more effective with that time by using those intentional questions and focusing more on student data than on teacher actions. Starting with student outcomes/data will lead to teacher actions, but instead of me telling and setting that up, it could be the teacher getting there with my coaching and support.

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Coaching, both formal or informal, engages the teacher to self-reflect by using student work.  This shows the impact of instruction. It also helps teachers plan next steps to improve learning.

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Q2. Formal and informal coaching impacts student learning on my campus because it allows teachers and coaches to collaborate and dive deeply into what students are learning and where they currently are. This collaboration helps teachers understand where to take student learning next. When instruction is driven by data, teachers see greater success because they clearly understand what students need to work on. Coaches and teachers bring different perspectives to the classroom, which allows them to provide varied insights into student needs. When teachers are open and willing to engage in coaching, we will see students grow.

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The utilization of informal coaching opportunities can provide a more casual environment in which a teacher may be more likely to participate in the conversation and evaluation of their instructional practices. It could also guide the teacher in self-reflection before the formal session. Formal coaching conversations allow teachers to reflect on specific data and how their lessons can impact student learning.

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Coaching, both formal or informal, helps teachers improve instruction and respond to individual student needs. By reflecting on practice, using success criteria, and using student work, teachers can give targeted support.  This leads to improved understanding and growth for students.

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Informal coaching can provide opportunities for teachers on my campus to engage in casual dialogue as they reflect on student learning. This can allow them to adjust their lessons in the moment, especially if they’re a content teacher. Formal coaching is a method of reviewing specific data to improve instruction, which in turn should improve student learning.

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Both formal and informal coaching can positively impact student learning by strengthening teacher practice. Formal coaching provides structured support aligned with instructional goals, while informal coaching offers timely, relationship-based feedback. Together, they can help teachers implement effective strategies, reflect on student needs, and adjust instruction. All of which leads to increased student engagement, improved academic outcomes, and a culture of collaboration at the school.

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Coaching helps the teacher/student relationship by building awareness and helping students see that the teacher has a plan, is paying attention to their actions, and is working to help them develop the skills being taught. This is really beneficial for the teacher’s reflection because it allows them to craft lessons that meet students’ needs and support their achievement.

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I think formal and informal coaching helps teachers pause and reflect, really looking at lesson planning and exploring different strategies to meet students’ needs. It helps us be more intentional in what we’re doing day to day. When we’re more engaged, I think we’re better able to support students and help them address gaps in their learning in a way that truly meets them where they’re at.

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Q1 “How do coaching conversations promote teacher reflection?” Coaching conversations serve as a safe spot where I expect to be heard. Based on what they hear, coaches have the opportunity to respond back with thoughtful questions that move the teacher toward reflecting on past and future actions. Coaches are a sounding board to help steer the teacher to greater clarity and toward a more precise goal.

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I think it allows a teacher the opportunity to think about their lesson in a deeper way. When discussing with a coach, you have to actually put into words why you decided on the resources, activities, and lesson goals. This can allow for a teacher to consider if these goals were met, if there was a more effective method that could have been used, and lastly to reflect on the feedback from another professional who is looking at your lesson through different lenses.

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Q1

Coaching conversations encourage teachers to reflect by guiding them to think carefully about their own practice in a supportive and safe environment. In these conversations, coaches listen closely and draw attention to evidence from the classroom. This allows teachers to clearly see which strategies are effective, which areas need adjustment, and the reasons for both. Teachers come to their own realizations and take ownership for, and invested in, their students’ growth.

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Q2How might formal/informal coaching impact student learning on your campus?”

Having the opportunity to have trained eyes look at your student work with you can only enhance your ability to see what more specifically your student needs. And then, with their knowledge and resources the coach can help the teacher improve their ability to respond to student need.

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Q1 - The coach must use questions to help guide the teacher to be reflective on what went well, what would they do differently next time. Being purposful in the reflection will aide and provide a framework for more informal reflection that hopefully will become more automatic, the longer a teacher teaches

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Formal/Informal coaching has the potential for significant positive impact on student learning on my campus because we have quite a few teachers who are either new to the profession, or are looking to refresh their practice with new ideas. We need to focus on relationship building between teachers and coaches to help strengthen our coworkers to reach their potential.

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Q2 - Understanding the importance of student learning and NOT just "well I taught it", would change the entire conversation around what students are/are not doing when interacting with their learning. This would lead to deeper engagement by students.

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Q1: Coaching conversations promote teacher reflection by focusing the teacher on specific goals. Coaches can observe the teacher in action and help them to see where they are strong and where they need growth. It is an outside perspective. Coaches can ask the right questions to help a teacher really reflect on how the students are performing.

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Q2

Formal and informal coaching improve student learning by helping teachers reflect and strengthen their instruction-it puts students at the forefront of planning. When a teacher is empowered by a coach-potential for engagement from students during lessons and a responsiveness to students needs could lead to improved student success and growth.

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Q2: Both informal and formal coaching can impact student learning. Formal coaching is helpful to pull the teacher in and really have deep discussions to reflect on student impact. Informal coaching is beneficial because it can be immediate feedback for a teacher to see how they might modify the very next lesson. It can be used to encourage a teacher and to celebrate the small successes as you go along. All of these discussions help focus the teacher on student learning.

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Coaching conversations are important. Coaches ask guiding questions about the lesson, content, or assessment that the teacher is using and help that teacher process their strategies. These conversations provide feedback in order for the teacher to move forward in their work.

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Q1 Coaches that can use communication that encourages reflection are asset to others. Using guiding questions, asking how, why, and what if gives the teacher the question stems they need to verbalize their reflections. It helps those teachers that struggle with reflection, and encourages them to think deeper.

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When those discussions are happening informally or formally, student success is a priority. If we are keeping the why in mind, these conversations on my campus can lead to greater student learning focusing on needs and growth.

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Q1- When a coach asks questions about student work in a way that brings up how the teacher helped the students get to a certain place of thought, the teacher is able to reflect with out feeling attacked/challenged.

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Q2 Both formal and informal coaching are vital to teacher growth. The informal reflection is quick and immediate so that the teacher can adjust if needed in the middle of the lesson. The formal helps teachers go deeper into their reflection on their lesson so that they know what adjustments or strategies need to be utilized for the future lessons. This impact student learning because a continuously reflective teacher works to help students succeed, as well as guiding them to grow. They are flexible and adjust to the students' needs.

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Q2 If coaching is a way for teachers to reflect on their teaching through the view of student work, then teachers will find ways to improve their teaching and be looking for the effects in their student's work. At that point, student learning will have to increase. It is all about what you are focused on. Also if coaching is done correctly, the teachers will feel more supported and will likely be willing to ask more questions which will lead to more reflecting and more growth in student learning.

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Coaching conversations help teachers to reflect on how they teach, run their classrooms, instruction, and assessments. Teachers can look at their strengths, needs and grow from this. Teachers can also look at student participation and understanding in class and through the student's work. Continued reflection can help us to become better teachers and look at the impact we have on our students.

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Coaching conversations help teachers reflect by asking questions that make them think about what worked and what didn’t. Looking at student work and discussing outcomes helps teachers see where they can adjust and take ownership of improving learning.