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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

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Coaching in a formal setting: intentional preparation enables coaches to model professionalism, maintain a student-centered focus, and facilitate meaningful reflection—key characteristics of effective coaching that lead to improved teacher practice and student outcomes.

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The actions coaches take before a formal coaching session directly support the core characteristics of effective coaching by ensuring conversations are purposeful, reflective, and centered on student learning.

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Coaching in a formal setting allows you to dive deeper into what can be done to increase student learning. You are able to go over the things that went well and what you should keep doing. It also can help point out areas that can be improved so that your teaching is more effective. This work would lead to confident teachers, which would lead to confident students!

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Coaches should be practicing intentional planning when it comes to formal coaching sessions- much like teachers should practice intentional planning for instruction. When a coach is intentional with their preparations, they are ensuring that their goal as a coach is to keep conversations student-centered, data-driven, and focused around best instructional practices, while also allowing space for the educator to be reflective on their own practices.

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When coaches get ready for a formal session, they don’t just show up and wing it. They look over lesson data and student work ahead of time, think about what they want to focus on, and plan thoughtful questions. That prep helps make sure the conversation stays productive, stays focused on real classroom practice, and helps the teacher reflect instead of just getting advice.

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When coaches take time to prepare for a formal coaching session, it helps make the coaching more effective and natural. By thinking through goals, understanding the coachee’s situation, and reviewing what was discussed before, coaches can keep the session focused and relevant. Preparation also helps coaches show up calm, present, and open-minded, which builds trust and makes the coachee feel comfortable sharing honestly. Having a general plan or tools in mind allows the coach to stay flexible and respond to what comes up in the moment, leading to more meaningful and productive coaching conversations.

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How they address concerns and lead the teachers to where they want them to see their struggles and positive things without them just throwing them out there. It is more of a gotcha moment, like we want the kids to have. They also need to have a plan of where they want you to go and how deep they want you to go with the student assessment data reflection. The coaches in this are obviously deeply involved and are willing to get into the trenches with you. That is huge to educators. Practice what you preach!

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The actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching because it ensures that the conversations that are being had are focused, reflective, and practical, allowing teachers to connect their practice to student learning while collaborating on meaningful next steps.

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The actions coaches take directly impact their effectiveness. Unless coaches remain subject and level-specific to their own realm of expertise, coaches need to delve into the content, standard, and resources that will be affiliated with the teacher being coached. Understanding what is about to be observed before the actual observation ensures the coach will be able to dissect as much as possible with the teacher and be on the same level of understanding/expectation as the teacher, who has been working all year to lead up to the moment observed by the coach.

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Coaching preparation in a formal setting supports effective coaching methods. A good coach is knowledable, evidence focused, goal oriented, and able to give clear feedback. They must also build trust and support teacher growth in a nonjudgmental way.

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The actions coaches take before a formal setting supports effective coaching by keeping the end goal in mind (student learning centered). It allows for organization of thoughts and processes and sets up a deep reflection of instructional strategies in order to evaluate impact on student learning.

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The actions coaches take to prepare for formal coaching, such as gathering evidence, clarifying the focus of the conversation, planning reflective questions, and considering how to create a supportive environment, directly support the characteristics of effective coaching. These preparation steps ensure that feedback is objective, purposeful, and centered on student learning. By preparing in this way, coaches promote trust, encourage teacher ownership of growth, and create meaningful opportunities for reflection and improvement, making coaching both supportive and impactful.

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When coaches prepare for a formal setting coaching opportunity, they are ensuring the the teacher is getting the most out of their time. This helps keep the session focused, data-driven, student centered, and engaging. These characteristics lend themselves to reflective thinking on instruction and assessment, versatile teaching strategies and student learning focused.

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By preparing for coaching with lesson plans and student data, the coach can ask meaningful questions, give actionable feedback, and guide reflection. This supports effective coaching by being prepared, supportive, and data-informed, helping the teacher grow and improving student learning.

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The actions Coaches take to prepare for a formal coaching setting allow for planning student centered, data driven, best instructional practices. The Coach also needs to reassure and support the teacher and guide them in reflection of their practice.

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Coaches need to be well prepared before sitting down with a teacher in a formal setting. Coaches should be knowledgeable about the teachers content area and their students/students levels. Coaches need to be supportive, encouraging, respectful, and remember this is a partnership. Questions should be intentional and allow the teacher to dig deeper in reflection, which requires preparation on the coaches part.

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Coaches need to understand the goal, it's about student learning. Preparing before coaching it is vital that the coach understand the material being taught. This makes for a knowledgeable coach. Prepare resources if necessary to help aide the teacher in delivering the lesson and preparing for instruction. Be prepared to listen to the teacher but also engage in positive constructive feed back to guide the lesson.

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Coaching in a formal setting should should evaluate and practice planning for instruction. They should think through the goals, data, and allow others to be reflectional as needed. Conversations should be centered around student data as well as the best practices for that particular classroom teacher. Stay focused and prepared and be a good strong listener to offer feedback as needed.

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The actions coaches take as they prepare for coaching in a formal setting supports the characteristics of effective coaching because the coaching plan is well thought out and structured. It includes positive reinforcement, evidence of learning, and a plan to guide reflection.

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Intentional actions taken by coaches in preparation for formal coaching sessions is critical because it directly establishes conditions for effective coaching. It ensures coaching is purposeful, supportive, and impactful rather than reactive and evaluative.

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Coaches' preparation for formal coaching supports formal coaching by creating intentional, structured conversations focused on student learning. Reviewing instructional plans and student evidence ahead of time allows coaches to encourage reflection, ask the right questions, and guide teachers to the next steps based on student needs.

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How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching?

The actions coaches take to prepare for coaching in a formal setting allow them to focus their coaching sessions on what really matters--student learning. Preparation insures that coaching is relevant to teachers/students, data-driven, learning focused, collaborative, and knowledgeable. This preparation helps teachers receive the support they need to actively and purposefully reflect on their instructional practices that in turn effect student growth and learning.

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The coach should be putting just as much time and intention into preparing for the fomal coaching as the teacher is encouraged to put into their lessons. Specific learning targets and goals as well as measuring impact is just as impotant on the coaches end as it is on the teachers end if you want to see an impact in their teaching. We want to have an impact on students, so we do all these things to intentionally prepare to meet their needs and gather the data to measure our impact. We want this formal coaching to have an impact on the teacher, we need to prepare in the same ways with the same intention and to be able to measure the same things. It is a cycle of best practices.

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The actions coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching by creating, as they said in the video, "intentional focus to positively impact student outcomes." When coaches prepare by doing things like reviewing lesson plans, classroom data, student work, their previous notes, etc., they are able to identify the teacher's needs as well as the students. This helps to create the safe, supported space teachers need and helps the coach to ask intentional questions, which encourages self-reflection from the teacher and freedom to fully analyze student work.

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The actions coaches take as they prepare for coaching in a formal setting will have a direct impact on the outcomes. Questions should be intentional and thought provoking to led the conversation and promote student learning and growth. Ensuring that during the coaching session both stay student centered, data driven, listen to one another, and be supportive is key to moving forward along the continuum to promote student growth.

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When coaches intentionally prepare for formal coaching by organizing cycles, setting student-centered goals, and using student evidence, they ensure coaching is purposeful, focused, and impactful. These actions shift coaching from a "fixing teachers" mindset to a collaborative partnership centered on student learning.

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As a coach prepares for coaching support, their actions should make it a true partnership. The characteristics should be supported in the mindset of student learning. Where are we with students? How can we get to where we need to be? This makes this a professional atmosphere, and it allows for both the coach and teacher to be "in the know" and to understand the students. The awareness allows for trust, collaboration, and more effective instruction.

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The intentional actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching. If a coach isn't prepared and armed with their research/data/materials, and evidence of what the teacher they are coaching is doing based on student work/test scores, the coaching session comes off as invaluable and a waste of time. We want to know HOW we are doing and WHAT we need to do to meet their expectations. We don't just want a pat on the back anymore. Teach us the ways on HOW to improve and what we can do to maintain focus on the desired outcome.

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Good coaches promote effective coaching by planning intentional , student centered coaching cycles planned around standards , student evidence, and clear learning goals. By co planning, co teaching and measuring results with teachers , coaching remains focused on impact and improved student learning rather than " fixing teachers."

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The preparations coaches make enable and support the key characteristics of effective coaching. This leads the coaching to be data driven, focused, and leads to teacher AND student success.

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The preparation that a coach does when coaching is vital to the success of the coaching cycle. If a coach is not proficient in their own knowledge, then the coach cannot be effective. On thing from the video that sums up the relationship is that it must be a partnership between the teacher and the coach. Also, the coach needs to create any coaching decisions on the teacher and the outcomes. This preparation work is vital.

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How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching? These actions demonstrate they are knowledgeable about teaching strategies. They have planned questions to lead the teacher to reflect. They have followup steps and plan of action ready.

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When coaches get ready for a formal coaching session, it helps make the meeting really useful. They set clear goals so the conversation stays focused, look at student work or data so feedback is fair and specific, and think of questions that help the teacher reflect on their teaching. This prep builds trust, supports the teacher, and keeps the focus on helping students learn better.

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As coaches, we have to have a game plan and a goal for each session and meeting. The actions that coaches take to prepare for coaching in formal settings support the characteristics of effective coaching by keeping the students at the forefront of our mind and preparing for meaningful conversations that impact the students and teacher learning. You have to know where you are going and have a plan before you go there in order to see impactful growth.

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Coaching in the formal setting must involve preparation. Just like a teacher must be prepared to teach lessons, coaches need to also prepare. This allows the conversation to be productive and focused. This allows the coach to be supportive by pointing out the positive while also guiding the teacher to be reflective on improvements to need to be made.

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Effective coaching must be intentional, visible, and focused on impact, which is why preparation before an observation is essential. When leaders prepare, they turn observations into meaningful instructional partnerships rather than compliance tasks, showing teachers that their work and growth truly matter. Preparation builds trust, strengthens collective teacher efficacy, and allows coaches to gather purposeful evidence that leads to specific, actionable feedback. It ensures conversations go beyond surface-level comments and support deeper reflection about what worked, why it worked, and what to try next. Ultimately, preparation elevates the coach from an observer to an instructional partner and creates the conditions for teachers to evaluate and improve their own practice, which is the heart of effective instructional leadership.

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The deliberate actions coaches take to prepare for formal coaching sessions play a critical role in fostering effective coaching. Thoughtful preparation helps ensure that conversations remain collaborative, purposeful, and grounded in evidence, while also keeping the focus on instructional practices and their direct impact on student engagement and learning. This intentional approach allows coaching conversations to move beyond observation to meaningful reflection and growth.

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How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching? As a coach, you have the opportunity to impact a vast number of students through another teacher. To seize the greatest impact, the coach must be intentional in preparing for a formal support setting. This includes encouraging self-reflection based on student data, using this data to collaborate on both teacher and students needs, and developing a plan for how to meet these needs. Being prepared means both the coach and teacher know the learning goal which both sides formulated. This focuses the purpose of the coaching which is more meaningful and more likely to produce growth.

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The actions coaches take to prepare for coaching in formal settings support the characteristics of effective coaching ensure that the discourse is based on evidence of student learning and the impact the teacher had on the data. The coach prepares questions that are intentional and relevant and provides evidence from the lesson observed to encourage the teacher to reflect on next steps.

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By looking at data, setting a clear focus, and planning questions ahead of time, coaches come in prepared and focused, which builds trust and keeps coaching centered on what will help students.

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When coaches are helping mentor teachers, they should be intentional in their planning when it comes to observing a lesson. This allows for them to be prepared and orgaized.