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L love the idea of the student exit ticket.

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I can see the Circle of Practice tool as one way for teachers to identify what they would like to set as a goal ... making sure that the goal is student centred.

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Coaching is an art, It's easier said than done so the checklists and proformas Jim suggests can help stay true to the strategies

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If you did hit the GOAL.
Plan the next steps,
Remember to be the momentum keeper, this requires you to be aware of where the teacher is in the change cycle.
Determine next meeting.
Identify tasks, dates and times.

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Be aware of this cognitive cycle and phases. 

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Be aware of this cognitive cycle and phases. 

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Beware the 'valley of despair' or Implementation dip. A great positive motivator is having a coach beside the teacher during this phase. For us, this is much like the 'learning pit'.

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Impact Cycle Strategy for the coach as 'chief explainer'

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-Teaching is complex.
-Not every teacher is ready to use video.
-Interview students, review student work, observe data.
-Need to set student-focused goals. PEERS - powerful, easy (simple, doable), emotionally compelling (teacher voice and choice - needs to matter to the teacher and make a difference in the classroom. Teacher’s goal, not the coach’s goal), reachable (measurable: ‘What will look different for students?’), student-focused
-Example of a measurable goal: 100% of students are on task 90% of the time during the independent reading time of our reading block

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Videos of Practice address current reality. This is a courageous undertaking and a vulnerable place to be for the teacher.

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Videos of Practice address current reality. This is a courageous undertaking and a vulnerable place to be for the teacher.

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Maria Miles - author
Goal setting and clarity around what is important for teachers and students is necessary. As coaches we are not offering opinions rather paraphrasing the goals that the teacher has set. Ask the teacher about their own strategies to hit their goals.
Jim Knight started by asking the teacher what she thought went well...noting the positives to begin the coaching process.
Jim Knight was guiding the questions rather than suggesting improvements...getting the teacher to critically appraise their own practice.
After recording the video ask the teacher to view by themselves as will the coach before coming back together to debrief.
Checklists are important. Students need to know that you are present in the classroom to support the teacher - not checking in on or giving the impression that the teacher needs support or judgment. Address the video within a few days or week of recording.
Constantly revisiting goals - goals can be tweaked. Work arm in arm with the teacher. Review progress to maintain the momentum and relationship.
Coach must keep the momentum going - make appointments, keep the dates and encourage conversation. Keep records and dates. Use a checklist in order to assess the impact and progress of improvement.
Change is impacted by small changes. One step at a time. Celebrate growth as it happens.
In order for change to be positive and authentic it requires time to consolidate, be reflective to see a solution. Some may not see a problem to begin with.
We want teachers to be motivated by student goals. We want teachers to value us as coaches and trusted colleagues.
Partnership Principles
Value our teacher's expertise and knowledge. Be there to offer considered choice. Learning and growing is important...dynamic and flexible.
Voice is important. Teacher's and student's need to be heard.
Active listening and rich dialogue is imperative.

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Coaching won't succeed unless both teacher and coach can clearly see what is happening in the classroom. Videos are a powerful tool to see current reality, however trust is needed and teachers must feel like they have ownership over the video.

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Coaching won't succeed unless both teacher and coach can clearly see what is happening in the classroom. Videos are a powerful tool to see current reality, however trust is needed and teachers must feel like they have ownership over the video.

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Goal is not the coaches goal. MUST be the teacher's goal that is emotionally compelling 'hits them in the gut'. The goals are student focused goals as this is intrinsically motivating for teachers. 

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Goal is not the coaches goal. MUST be the teacher's goal that is emotionally compelling 'hits them in the gut'. The goals are student focused goals as this is intrinsically motivating for teachers. 

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Coaching is guided by their desires and concerns, then their interest in coaching increases.
PAUSE & PARAPHRASE prior to asking 'What should your goal be?' Therefore you as a coach are directly saying exactly what the teacher said.

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- Goal Setting - PEERS:
Powerful, Easy, Emotionally compelling, Reachable, Student focused
- Confronting reality - what it actually is... NOT what we want it to be
-Seeing Reality: Interview Students, Video, Review Student work, Observation data
-Clarity - When analyzing and discussing we need clarity. Focus on positives.
-Paraphrase - rephrase discussion points and put into goal like language. Look for the powerful moments.
-Strategies for hitting the goal - this is the main coaching step. Most strategies can be tweaked to fit context.
-Always look at the goalpost - 'what is going to help you get to the 10? what is going to help you achieve your goal?'
-Identify (Current reality, GOAL, Strategy), Learn (checklist, model, practice- schedule data collection), Improve (Confirm direction, review process, invent improvements - if necessary- tweak/change strategies)
-instructionalcoaching.com - use resources and checklists to keep on track with the impact cycle. Each element NEEDS to be done for full impact.