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The high percentage (85-95%) of effectiveness of the coaching model to teacher implementation in the classroom.

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If teachers are not accustomed to this model in the school, how do you roll this out?

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Might I practice coaching with my RESC Coach before conducting a coaching cycle with a teacher?

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Teachers may have established routines, strategies, and beliefs about teaching that have worked for them in the past, and when coaches introduce new methods or suggest changes, teachers may feel defensive or unsure about altering their practices.

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Just like our students, teachers are not a homogeneous group. They vary in experience, teaching style, comfort with new technologies or approaches, and subject area. How can I best tailor my coaching to meet those individual needs?

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While the focus is often on improving skills, strategies, or instructional practices, coaching can become deeply personal. Teachers bring their identities, past experiences, and sometimes insecurities to the classroom. Therefore, a coach might not only be working with pedagogy, but also navigating the teacher's confidence, beliefs about themselves, and their teaching philosophy.

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I was also surprised about the impact that coaching had over just training. It makes sense, that if you had someone to show you the best way to work with students or how to improve the way you do something, most teachers would welcome this!

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I wonder how receptive teachers are going to be, even though I have good relationships with the majority of them. I want to be helpful and effective in making them better at how they teach.

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We have a fairly experienced staff and I think the challenge comes in being the catalyst to push them forward into trying these new ideas that we are learning about, open to the help I'd like to give and getting them to not be resistant to change.

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I'm familiar with coaching, but this reaffirmed the importance of relationship building/alliance strategies.

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I'm interested in learning more about the rubric and the role that will play in the coaching cycles

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the biggest challenge (as was described in the module) will be finding enough time for coaching cycles with the other responsibilities on my plate

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Is there any research on best practices to coach teachers on first?

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It can sometimes be a challenge to model something with a group of students that you don't have regular contact with.

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I hope to balance the tightrope between support and expectation

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Wondering about the effectiveness of coaching the coach and the efficacy of that process.

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I'm also surprised there is such a strong impact of coaching - and that there's research!

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I was aware of the critical importance of building a trusting relationship, the module reaffirmed this for me

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What is the level of understanding around coaching that our counterparts have? What have been their experiences?

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Finding the right amount of time to spend with counterparts - things will take time to develop. What is the right amount of time? I want this to be a successful partnership, so how do I make sure I'm spending enough time with the team?

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Coaching is most effective when the teacher and coach work closely together and have open communication.

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I wonder how the state coordinators help to guide the district coaches with their coaching practices. I hope the teachers will be receptive to feedback from coaches and state coaches in order to make this work meaningful.

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I feel that challenges may arise if teachers interpret the coaching as evaluative and they are reluctant to implement strategies and suggestions from the coaches. I also worry about the time that is provided to work closely with teachers and coaches.

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Some challenges for me may be coaching the experienced teachers who may not want to change their practices. Another challenge would be finding the time to make this successful and effective since there are other prevalent matters in a school day.

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I am wondering more about the rubrics and how to use it effectively when coaching.

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I was surprised there are pre and post observation meetings with coaches. I was also surprised at the high percentage of effectiveness of the coaching model, I feel like more schools should have coaching.

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I was surprised that one of the top coaching barriers is the "communication about the purpose of coaching." Is is important that leaders and schools develop a collaborative and positive culture around coaching so there is a foundation of understanding of the purpose of coaching. There is so much great research about the effectiveness of the coaching model to teacher implementation but the school culture must promote this model of continuous growth and collaboration.

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One of the biggest challenges is time. Ideally, you would like to give feedback within one day but that's not always realistic. Often teachers have meetings during prep or after school and there isn't always time to connect in a meaningful way. I would like coaching cycles built in the meeting schedule so it's a priority and we aren't struggling to find common time to meet.

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I am still wondering what tools are available to guide educators to mutually determine a coaching goal. Often teachers have ideas of what they want to work on but it's not always rooted in current practices. How can a coach collaborative with a teacher to determine a powerful goal?

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Building relationships takes time. This is a very important step and the time must be given here.

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How is coaching being presented to the administrators? They need to be on board in order for coaching to be successful

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With the high rate of success, not all districts have coaches and this tends to be an area that is cut for budget purposes.

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As a current instructional coach, it made me happy to see the 90% for the effectiveness of the work we do!

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How do I integrate this into the model we use in our school?

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I was surprised that demonstrations by the trainer only had 5-10% increase in implementation.

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I was surprised that demonstrations by the trainer only had 5-10% increase in implementation.

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I am wondering how coaching will be received by teachers.

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I am wondering how coaching will be received by teachers.

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Challenges might arise with teachers who are happy with their current practices and see coaching as a burden.

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Challenges might arise with teachers who are happy with their current practices and see coaching as a burden.

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As I enter my fifth year of teaching, I anticipate that one potential challenge may be building trust and collaboration with veteran teachers who may be hesitant about receiving coaching or being observed. I’m committed to approaching these situations with respect and a focus on partnership, and I’m hopeful that with time and relationship-building, I’ll be able to support them in meaningful ways.

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In order for teachers to be successful and implement different strategies, coaching has had 85-95% effectiveness on teachers. Coaches must have a strong knowledge and background on certain information in order to provide modeling and feedback for teachers to use in their own classrooms.

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What is the best way for myself to get support and modeling when/if needed, while also supporting and modeling for other teachers.

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I was surprised (and grateful) to learn how much emphasis coaching places on alliance-building, especially the interpersonal skills. This often gets overlooked, particularly with teachers who may be hesitant to receive feedback or feel confident in their existing practices. But when you take the time to build trust and meaningful connection, it opens up the door for real, impactful growth.

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I wonder what tools will support us as coaches and how I will get feedback on my effectiveness while still modeling strategies in my own classroom.

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It might be challenging to give feedback to teachers who have more experience than I do, especially if I'm unfamiliar with their grade level. I want to offer meaningful support, but I know I'll need to build confidence around scope and sequence outside of the grades I've taught.

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The significant difference between teachers who received training on instructional skills versus teachers who received coaching.

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I am still wondering about how this model will live within our daily instruction and time constraints/scheduling in special education.

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I think there may be challenges with some staff members being open to this type of model. I also think it will be challenging to model lessons for our peers.

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I think there may be challenges with some staff members being open to this type of model. I also think it will be challenging to model lessons for our peers.

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I was surprised at the strong data that demonstrates coaching is essential if a teacher is to apply new knowledge gained from a training.

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Limited impact of opportunity for practice/feedback within training

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Limited impact of opportunity for practice/feedback within training

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While I anticipated a positive correlation between coaching and improved teacher practice and student outcomes, I was surprised by the research indicating that training alone has a relatively limited impact on student outcomes. I expected that training based solely on theory and demonstration would be less effective, but I was particularly surprised by the finding that even when training includes opportunities for practice and feedback, the overall impact remains around 10–15%.

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Modeling collaboration among general and special educators through integrated coaching

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Modeling collaboration among general and special educators through integrated coaching

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I remain interested in exploring the distinctions between general and special education coaching (e.g., aspects that may naturally feel unique to each). I also hope to discuss strategies for intentionally scheduling opportunities for meaningful general/special ed. collaboration. The chance to model the power of collaboration through integrated coaching is too important to miss.

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Code switching between trainer-oriented and coaching mindset

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Code switching between trainer-oriented and coaching mindset

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I’m self-aware of both my passion for this work and the trainer-oriented mindset I’ve developed through designing and delivering professional learning. As I transition into a coaching role, I recognize the importance of being intentional in how I convey expertise - using clear, succinct communication to build trust and strengthen relationships, while avoiding any unintended perception of an evaluative tone.

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I am concerned that as someone newer to our school team, there may not be a lot of capacity among colleagues to to be open to being coached by someone so green on their team. I also am unsure of the climate and the willingness across schools within the district to be open to coaching from someone they do not know at all

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I am really interested in exploring and expanding my capacity of our math curriculum and how developing my understanding of it's progression will be beneficial to the population I primarily support

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I was someone who interchanged "training" and "coaching" and seeing the research behind the terms and how they impacted fidelity and practice was interesting

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I am always surprised at how little training impacts change in behavior. I am very happy that this grant is focused on coaching and implementation

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I'm wondering how a coach can develop interpersonal skills and trust with a teacher as well as what kind of student outcomes one can expect from coaching.

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How will district and building administrators support the coaching?

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When individuals are not comfortable providing feedback and feel that it is not their place, it can create a challenging dynamic where there is limited accountability.

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A challenge will be modeling our instructional platform while I am learning to implement it. I like the idea of practicing with a RESC Coach .

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We are heading into year 2 of rolling out a new math program. A challenge will be to use the new learning from SPDG to enhance this rollout without overwhelming teachers or making them feel like we are changing expectations on them (which would feel stressful).

Another challenge will be to develop consistencies across classrooms and grades with how we are blending current practices with our new learning. Getting our tutors, paras, special Ed. and gen Ed teachers to all have consistency of approach will be a tall order as they have such varied levels of expertise, beliefs, and experiences heading into this work.

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I am still wondering how we will pace our learning and work throughout the school year. Will we choose a focus of the instructional platform for each school based SPDG community of practice and then focus on that in our coaching and observations? Or will we cater the coaching more to individual teacher needs?

I'm also wondering as a SPDG math coach if I am doing instructional coaching for Gen. Ed and special Ed teachers. I know the special Ed. coaches are coaching for process on the IEP development front, but which of us is coaching the special education instructional element?

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I anticipate challenges with having enough time to get into classrooms to observe and model while also managing my intervention caseload.

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I was also surprised about the high impact of coaching compared with training.

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I was (pleasantly) surprised to find such strong examples of language coaches can use with teachers. I get stuck in my own language patterns at times and it helps to have a few good sentence frames/examples to lean on, especially in situations that feel like difficult conversations.

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I am wondering if there are specific strategies that I can use to make teachers feel more comfortable actively participating in the coaching process.

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I was surprised that some school leaders would not support coaches, and so forth teachers wouldn’t trust coaches. I think it is important for school leaders to set the tone and expectations of coaching and how it will benefit the whole school. I also think that building trust and alliances with other teachers is extremely important and it is nice to see that there is research behind that.

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I am wondering if coaches will be working with the same teachers all year, or if they will be working with the whole school. I was wondering about what  tools and resources available will be available for coaches to use to help guide and facilitate important discussions and questions. I see that there are links for these items.

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I think it will be challenging to coach and model for other teaches while I am incorporating these new skills into my classroom. I am hoping that other teachers are open to the idea of coaching and do not think this is just one more load on their plates.

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That there is so little formal prep for teachers transitioning to coaching roles (prep and continued professional development varies by district)