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Organizing Coaching through Cycles

Setting Goals for the Coaching Cycle

Using Standards-Based Learning Targets

Using Student Evidence to Co-Plan Instruction

Co-Teaching with a Focus on Effective Instructional Practices

Coaching cycles and setting goals

Measuring the Impact of Coaching on Student and Teacher Learning

Partnering/Seeking Support of the School Leader

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Click on the plus icon in the bottom right hand corner of the screen.

On the pop-up, add your name, then record a response the the question, "How do the actions coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching?", then click publish

On a second pop-up, add your name, then record a response to one other participant's post.

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The steps coaches take when preparing for formal coaching strengthen the effectiveness of coaching by keeping the focus on improving instruction and student learning. When coaches and teachers use student data to plan, teach, and reflect together, the coaching is more focused and meaningful. Co-teaching and tracking the impact of instruction help teachers clearly see how their changes affect student outcomes. Working closely with school leaders also helps ensure that coaching efforts are supported and aligned with school goals, leading to more consistent and high-quality teaching across the campus.

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The more meaningful your preparation is as a coach, I believe the more meaningful your coaching session will be. I think you and your teacher will get out of the session, what you put into it before hand. I liked how in the videos we watched the coach had written down student discussions she was hearing, she wrote down time stamps, she took notes on the teachers models for the students etc. She also had her questions prepared for the teacher, and knew what she wanted to get out of the meeting to further help the teacher.

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The actions coaches take prior to a formal setting coaching are crucial to how the meeting will go. They need to bring notes and goals to the coaching, with questions already lined up, so that they can propel the meeting forward. They also need to bring evidence from their observation of different aspects of student and teacher impact. By doing these things, they will be prepared for the meeting and will be able to support the teacher regardless of how the lesson went.

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Coaches prepare for formal sessions by analyzing classroom data and setting measurable goals that center on actual student work. This proactive planning ensures that coaching is active, collaborative, and ongoing rather than just a one-time conversation. By preparing specific modeling strategies and timelines ahead of time, coaches guarantee that the professional development is relevant and directly improves student outcomes.

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Coaches get ready for formal coaching by looking at lessons, student work, and data before the meeting. This helps them understand what is happening in the classroom. They can then ask good questions and give helpful feedback. Being prepared also shows that they are organized and supportive. It keeps the focus on helping the teacher improve. These actions reflect what makes coaching effective.

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A coach must be prepared in all ways. They must understand the lesson, the goal, and plan ahead. That way when they are in the observation they are able to work with the teacher to provide support. They then also bring their notes to the formal session to create measurable goals. This helps the collaboration be ongoing and able to change as they can support high-quality teaching.

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Good, thorough work comes from good, thorough planning. By acknowledging teacher learning is ongoing, we better engage with the relational necessity of effective coaching. By keeping student evidence, standards-based learning, and coaching impact at the center of the coaching, we better stimulate teacher-efficacy building in a direction that best supports student-centered learning.

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In order to keep the coaching session efficient, the coach needs to be fully prepared. This preparation will give you an outline of what you can talk about, however this is just a guide and the conversations should lead the outcome. In this preparation, include goals, learning targets, and opportunities to look at student evidence. Remember that the whole point is to effect student learning not just how the teacher is presenting a lesson.

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The actions coaches take prior to a formal setting are so important. This sets the tone for the whole meeting, I think. If a coach comes in without having an idea of what is going to happen or having questions/comments ready for the teacher, if would be a waste of coaching time. If they are prepared, the meeting time would be so much more beneficial to the teacher and, in turn, their students.

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I loved how the coach knew the students names and what to expect from them. She knew what the teacher was capable of and how he could be stretched. She scripted everything and was able to refer back to really solidify what she saw and heard. Her positivity radiated through the conference. It was clear she had a direction of what she wanted to see happen and the steps to get there. You could see the ongoing conversation. This was an excellent coaching model video to watch.

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The more prepared the coach is, the more meaningful the session will be. Looking at student work before the coaching session helps to make sure the reflection is objective and based on actual data. This helps the coach to ensure that the session is focused on teacher and student growth.

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When coaches really prepare for these mettings, they review the overall goals for not only the teacher, but also students. They plan well rounded questions that ignite deep thinking. This will help the conversation stay focused and meaningful. This also builds trust and makes sure the support is actually something that will help the teachers.

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The actions coaches take directly impact the effectiveness of the coaching. Just like in classroom teaching, you must prepare and anticipate any roadblocks along the way. The coach should focus on student achievement based on the goals of the coaching cycle. These goals need to be measurable and continuously analyzed with data. Preparation allows you as the coach to help the teacher effectively.

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Coaches also have to prepare for conversations with there teachers, and when they do, they must put that teacher at the focus of their planning. That makes it important to have a relationship with the teacher first. Knowing them on a personal level could ultimately guide the conversation in the most productive way while still keeping the conversation student focused. Knowing where they are on the continuum for self reflection is important to know beforehand as well so that you know what is going to be the most effective focus for that conversation.

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What coaches do before the conversation are just as important as what happens during it. If a coach doesn't clarify the purpose, look at student evidence, prepare reflective questions, and plan for follow through...what is the point of the session? Time will be wasted if you go in unprepared, which will in turn create a lack of trust between teacher and coach.

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We know that teachers who are well prepared are going to give a better lesson than those who come into the room and wing it. The same can be said for coaching. The more prepared and organized a coach is coming into a coaching seesion the more effective it will be. Preparing ahead of time allows you to organize the coaching based on an accepted structure.

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The process is clearly set up so that it will implement the characteristics of effective coaching. It keeps the focus on student achievement not on what is "wrong with the teacher." It helps build the coaching relationship on collaboration rather than speaking down to or trying to fix the teacher. It guides the teacher toward better reflection. It is directly applicable to the classroom teacher...

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When coaches prepare for formal coaching, they look at student data, plan goals, and think about what the teacher wants to improve on. This helps because the coach comes in knowing the work that has been done in the classroom and what to focus on. Preparing ahead of time allows the coach to give specific feedback and ask useful questions, which helps make the coaching process more productive for everyone.

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Actions that coaches take as they prepare for coaching is very important to being an effective coach. As a football coach I was not going to prepare for a game and not know what my opponent was capable of doing or not doing. This is the same with coaching teachers, coaches need to be prepared with new ideas, students work, and new strategies. I feel that as a coach it is very important to lead by example, show the teacher you are coaching what it looks like to be prepared and how that will help you. Like the video said: "Don't just preach it, model it!"

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The actions we take before the meeting determine the results of the meeting. If I show up unprepared and just "wing it", I am not putting myself in a position to truly help my mentee and my mentee is not going to receive the support that they may truly need. Pre-planning on my end, looking at lessons, work, standards, etc... will assist me in developing goals for my coaching sessions over the year. Without good planning on my end, I would in a way be shooting blindly in the dark hoping to hit a target for my self and my mentee, but by having some artifacts to look at, I can use those to guide our work and maximize our time so that student learning is improved and student learning is improved because teacher practices are strengthened and improved as well.

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Time is precious in education! When coaches prepare ahead of time by looking at data and thinking through questions, coaching conversations will stay focused and meaningful.

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Actions coaches take before formal coaching conversations are critical because they intentionally set the conditions for effective, reflective, and student centered coaching. It grounds the conversation in facts rather than opinions.

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The steps coaches take as they prepare for coaching in formal setting is to focus on improving instruction and student learning. Using student data to plan, teach, and reflect with the teacher, the coaching is meaningful and focused.

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The actions coaches take beforehand will help the coaching session feel effective. The coach should understand the lesson, the students, the challenges and successes of that class. There should be some idea of what is going on so that all angles can be discussed. This is a process that needs to be updated over time to see maximum growth and to constantly reflect on the growth.

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Teachers have so little time and one of my biggest pet peeves is wasting what time I do have. If I attend a meeting that the leader is not well-prepared for, I'm not taking them seriously or interested in anything they have to say. They lost me in the first five minutes. I think coaching is the same. If we as coaches are not invested enough in the process to plan and prepare, why would the teacher be invested in the process? I think more harm would be done by a coach who is unprepared than would be done by skipping the formal coaching sessions (understanding that informal coaching continues to happen with peers in the hallways). We have to be so bought-in to the process of improvement through self-reflection and implementation of new ideas that we pull our mentees along with us and encourage them to be all-in for students.

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This shows that the coach is not just going in and going with the flow. Instead the coach is taking the time to be prepared to help the teacher and make sure that the coaching time is not turned into just socializing. These actions show that the coach is focused on being organized and prepared. Also shows how the coach has student impact in mind and is goal oriented.

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When coaches are preparing to coach in formal settings they need to ensure that they are providing the teacher with an environment to make sure that they are able to reflect on their practice. The teacher should be able to express ideas and explore what they do in their classroom to make sure that they growing as a teacher.

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The actions coaches take to prepare for a formal coaching support the effectiveness of coaching by establishing trust and support with the teacher. As they preparing they are thinking of a goal to set, but the final goal setting will be with the teacher. The meeting will be data-driven using standard-based teaching strategies to focus on how to teach. Using the student-data will help to differentiate the instruction to measure the student and teacher impact the coach is having on both groups.

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Coaches prepare for formal sessions by going through the steps they would prepare for a good lesson. There must be a need identified, setting goals and aligning them to the essential standards, using student data, having first hand knowledge of the "students" and providing reseach based support for the teacher.

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When you take the time to intentionally prepare for a coaching session by reviewing classroom data, clarifying goals, and planning questions, the coaching is focused, collaborative, and responding to the teacher's needs rather than giving the feeling that you are directing or evaluating them. This preparation supports effective coaching by keeping conversations focused on evidence, trust, and teacher reflection.

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Coaches can prepare for an effective coaching cycle by knowing the teachers goals and students needs. Once the coach has a general idea of both of these they can can help align both teacher and schools goals to meet student needs. This might look like prepping stratagies or data at several points throughout the coaching cycle to provide for the teacher.

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Just like we plan prior to teaching a lesson, it is imperative that coaches plan/prepare for coaching in formal settings. Otherwise, the formal coaching session is unorganized, lacks collaboration, and is just a mess. So, preparation is key. The characteristics of effective coaching will be supported if the coach plans ahead. If not, it's hit or miss.

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The actions that coaches take when preparing for formal support settings are very important. Much like how a teacher should review data before giving a lesson, a coach should do the same. They should come to the meeting prepared with student data evidence and ideas on what the teacher could do to have a greater impact on students. The more the coach prepares, the better the teacher can prepare, which results in the most impact on student learning.

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Just like with students, coaching takes a lot of preparation and relationship building. We know that everyone learns differently, including adults. As coaches, it is important that we stay positive, and offer solutions when our students AND teachers have problems that need to be addressed! The more we plan and prepare, by using data, trends in the classroom, etc, the more the teacher can get out of the coaching! When we are prepared and have solutions ready to go, we can help everyone grow!

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Planning for a coaching session is similar to planning for effective instruction. The focus of both should ultimately be on student learning. When coaches prepare for a session by determining an objective/goal, documenting evidence of student learning during the observation, and planning specific reflection questions, the coaching session will support the characteristics of effective coaching. The session will be organized, the teacher will be engaged in reflective dialogue as the coach guides him/her through the process, the coach can communicate specific evidence from the observation in a positive manner, and evidence of student learning can be analyzed to form an instructional plan going forward.

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Q1: The actions that coaches take as they prepare for coaching in formal settings support the characteristics of coaching but keeping the data at the center of the conversation (data focused solutions, not advice given conversations), the questioning tools allow for reflection and meaningful conversation, and it establishes a structure for the time together.

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When coaches take the time to organize their coaching into cycles ad set clear goals, they're laying a strong foundation for effective coaching. The preparation ensures that coaching isn't just a one and done conversation, but an ongoing process/cycle that is focused on evidence from the classroom. The actions coaches tate to prepare can ensure that coaching is collaborative, grounded in student learning, and centered on actionable instructional improvement, not just general feedback.

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Coaches review data, plan questions, and create clear goals so conversations stay focused and purposeful. This preparation helps coaching remain reflective and supportive, as well as, ensuring conversations are centered on student learning. For the teacher benefiting from coaching, it feels respectful of their already limited (and precious) time, not like a distraction or an extra "to-do". They are able to leave the session with new insights/products directly connected to their classroom and students.

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There is a lot of preparation that a coach will need to complete to be effective in helping a colleague reflect on a lesson. Asking appropriate questions to help a teacher reflect on their lesson will require the coach to also reflect on that lesson. By observing the teacher and assessing student learning, the coach should develop appropriate questions that focus on the teacher's personal goal. Thinking about effective strategies that the coach has used or observed and bringing those ideas to the table will be essential in providing feedback if the teacher is wanting ideas. The actions taken by the coach are similar to the preparation that a teacher takes in preparing a lesson.

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The success of the formal setting between a teacher and coach is the direct result of the coach's preparation. If a coach has not built a rapport with the teacher, it will be difficult for reciprocal conversations to occur. If the coach has not set goals for the meeting, then conversations may not be targeted and a clear outcome of the meeting may not be achieved. If the coach has not prompted the teacher to bring student work, then there will be no evidence for the teacher and coach to determine if instructional strategies were effective. In short, the level of coach preparation sets the tone for how successful the formal meeting with the teacher will be.

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The steps taken by a teacher leader, or instructional coach, must keep a strong focus on improving student learning. Back in the day, I was an administrator when the unspoken goal of coaches was to "fix" the teachers who needed fixing, and to guide them to all use "best practices" in their classrooms. We hit lots of walls, for lots of reasons. Reflecting on this, and understanding now that even though we can STILL focus on effective instructional practices in our classrooms, I recognize that it is a team-sport and therefore coaches must prepare to be effective as they work to help teachers find their learners' position of performance and then to help them move along that continuum toward mastery at high levels of thinking. The collaboration, goal-setting, and use of those artifacts of learning to determine next steps for a stronger impact must all be closely woven together in order to achieve the end goal of effective coaching.

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Just like we plan our lessons, if we want to be successful with meeting student needs, we take every action necessary to develop a coherent, meaningful, engaging lesson where our students can thrive in their learning. The same process should be taken as we prepare for a formal coaching session. The actions we take when preparing for formal coaching directly support effective coaching by ensuring the process is intentional, focused, and teacher-centered. This is not about "fixing" a teacher, but about creating a partnership to ensure student learning. Coaches should be able to have positive conversations based on evidence rather than opinion. Allowing the teacher to be focused on improving instruction and student learning rather than feeling reactive or evaluated.

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Preparation is a key component in most endeavors, whether it involves planning a trip, teaching a lesson, or cooking dinner. Without preparation, we often increase the risk of poor outcomes.

When coaches thoughtfully plan open-ended questions in advance, they are better equipped to guide teachers toward meaningful self-reflection rather than simply offering feedback or advice.

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The actions that coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching by ensuring that the session is purposeful, relevant, and impactful. The coach is prepared and organized to keep the focus on improving the student learning.

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It is important for a coach to be prepared for a formal coaching session because it sets the foundation of an effective coaching session. When coaches come with clear goals and planned questions, the focusing is on student learning and successful outcomes. Being prepared helps to guide meaning reflection, gives teacher support, respect and helps the teacher grow.

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The focus of a coaching session should be student learning to prevent the session from becoming about fixing the teacher. The coach should come to the meeting with intentional reflective questions and a goal for the meeting based on their observations and data about student learning. By coming to the meeting with a goal, they will collaborate and provide support for the teacher as they determine the steps to reach the goal that will be best for their unique classroom.

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The more "input" from a coach in prepping for a coaching opportunity, the greater the "output". If we expect the teachers we mentor to be better communicators, more efficient, more aware, more effective for student outcomes, etc - we need to model this and do the same as we prepare as mentors.

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When coaches take the time to prepare for a formal coaching session, it shows. They think about the teacher’s strengths, the areas they might need support, and plan questions and strategies ahead of time. That preparation helps the conversation stay focused and productive, and it allows the teacher to reflect on their practice without feeling judged. Having that support can really make a difference in the classroom.

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Going into a coaching session with the right mindset is critical. For me, it's part of "practice what you preach." If we are encouraging teachers to assess and reflect on their own teaching, then the same applies for the coach and their own coaching. Part of that essential preparation comes from the foundational understanding that you are not there to "fix" teachers but to focus on helping guide them through blind spots that exist in their teaching, which is done by staying student and standards focused. From there, you partner with the teacher and empower them to explore and discover solutions. But for me, it starts by "practicing what you preach" with self-reflection.

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The coach must be prepared going into formal coaching so that they can guide the teacher into their next steps- or else it is just the blind leading the blind!

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Coaches should prepare right alongside the teachers. They should be reading the lesson plan, learning the classroom dynamics, know the learning objectives and standards, etc. They should also be familiar with how they students are currently achieving as well as where they need to grow. Being prepared and supportive starts the cycle off successfully. It is not about fixing what is wrong, but instead, it is about guiding to help teachers hone in on effective teaching. This also helps the meetings run smoothly and efficiently. When every second of a school day is valuable, a coach must be prepared.

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Using Cycle to organize the coaching. It's not a one off and done.

Setting goals to know where in the process one is. Coaching is a data driven collaboration to improve both the teacher and student learning. It breaks down the task into smaller steps and scaffolding so teacher become independent in the skill and student outcomes improve. Each goals needs a time frame included and criteria to know/measure student learning and to know if the goal was reached. This leads to next steps/goal or objective to reach the overall goal.

Using the Standard-Based SLE's/Learning targets to help both the teacher and the student improve and grow.

Reviewing Student work to analysis and discuss in Co-Planning Instruction.

Co-Teaching with a focus on effective instructional practices. When modeling in done, it should be difficult to distinguish between the coach and the teacher.

The partnership needs the support of the School Leaders.