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"Let me restate what you said so I can ensure I understand..."

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Pose questions about the content; allow teachers to talk through what they know as well and build from their knowledge

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Pose questions about the content; allow teachers to talk through what they know as well and build from their knowledge

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"How did you do/create {activity}?" Asking open ended questions, basically.

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Paraphrasing has helped me on many occasions to get specifics from the teacher on an idea or an issue.

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It's important for the teacher to understand how to pull data that is actionable. If the data does not help tell the story or inform instruction, it's just numbers.

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Pausing is helpful because we can be intentional with listening and trying to understand as opposed to just blurting out the next thing in our mind. 

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Pausing is helpful because we can be intentional with listening and trying to understand as opposed to just blurting out the next thing in our mind. 

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pausing helps with being an active listener

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pausing helps with being an active listener

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We should ask the question, what did you see? Maybe the teacher is viewing or intervening but not seeing the root cause. Allows us to guide the conversationfor Self Discovery.

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Pausing to review notes on observations and goals and taking time to make sure comments and questions are aligned to the desired outcomes.

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Allows the teacher to walk through their view point of what happened

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Teachers who are newer to the content or to teaching don't always know how to move forward to their goal. It's helpful to have 1 or 2 ideas/strategies to offer. Sometimes, that's all it takes to get teachers thinking and moving the conversation forward.

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What did you feel was successful implementation of your lesson?

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Discussing strategies with the teacher and then modeling the strategy, the teacher makes observations and takes notes, then set specific goals.

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Teachers have more on their plate than ever and it all needs to be documented. It's good to help teachers to get in a good "head space" before getting to the heavy lifting.

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This is the one that gets difficult sometimes

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This is the one that gets difficult sometimes

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When we presume positive intentions, we go in with a fresh asset-based attitude for when we have to have critical conversations with teachers needing to grow. We know they are here to help kids so no matter where they need to grow, we remember our "why" and stay student-centered.

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What I hear you say was....did I get that right?

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What I hear you say was....did I get that right?

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Data will help teachers continue implementing the different strategies and interventions discussed within the coaching session. 

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Data will help teachers continue implementing the different strategies and interventions discussed within the coaching session. 

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Saying, "I assume you wanted students to understand..." and "I see you tried to get them there by doing..." sets a foundation of trying to understand good intentions.

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Saying, "I assume you wanted students to understand..." and "I see you tried to get them there by doing..." sets a foundation of trying to understand good intentions.

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In my experience I had this kiddo that and this is what worked for him/her

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In my experience I had this kiddo that and this is what worked for him/her

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We have to be aware of whether or not the teacher is ready for a move. Watch body language, facial expressions, and mind your Ps and Qs