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

On the pop-up, add your name and Q1, then record a response to the reflection question, “How do coaching conversations promote teacher reflection?” Then click publish.

On a second pop-up, add your name and Q2, then record a response to the reflection question, “How might formal/informal coaching impact student learning on your campus?” Then click publish.

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Q1- Questioning is the key to reflection. Coaches need to ask the right questions to guide the reflection. Questioning can lead to deeper reflection of the learning that the teacher may not think about on his/her own. Keeping the reflection centered on the student learning is important.

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Formal/informal coaching that focuses on student learning will ensure that everyone on campus is working on the same goal. It will take away the "gotcha" from observations and improve student learning.

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Q1- Questioning is great because the coach might see things that the teacher does not. A different perspective is always helpful when reflecting because sometimes we get stuck in our own box or way of doing and seeing things. When having a conversation and being asked about something specific it forces you to think about it right then and then share those ideas with someone else.

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Q2- Both of these coaching have a positive impact on student learning by having teachers focus and reflect on their practices. If we never have anyone watch us or critique us, most of the time we will get stuck in our ways. This helps to bring in new ideas and find strategies that can be more effective for the learning.

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Q1: Coaching conversations promote teacher reflection by providing structured, evidence-based dialogue that helps teachers examine their impact on student learning. This leads to increased efficacy.

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Q2: Formal coaching provides the structured roadmap, while informal coaching fuels day-to-day implementation and continuous improvement. Together, they directly enhance student outcomes.

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Q1-Question helps us reflect on what worked and what didn't. It keeps the conversation from being solely a "here is what you need to do better" and more of thoughtful reflection on student impact.

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Q2-Formal coaching provides structure, focus, reflection and accountability. Informal coaching normalizes reflective practice and embeds improvement into daily routines in a more casual setting.

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Q1- Coaching drives teacher reflection because it teaches new teachers how to ask themselves those driving questions and how to look back and reflect on the lesson; what worked, what didn't, what would you do differently. Reflecting not only draws attention and helps you focus on how to improve and how to further your students understanding, but it also builds you up as a professional in a profession where you are always growing, learning, expanding your knowledge as well.

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Q2- As a very new teacher myself I was assigned a coach (actually two, one for grad school purposes and one coop mandated from my school). Neither of these coaches ever actually met with me, they never watched me teach, and they never stepped foot inside my classroom. While I don't think they meant any harm, I wonder what my teaching might have looked like that first year had I had an actual mentor guiding me instead of feeling like I was being (lovingly) thrown to the wolves. I think that coaching is how we support and build up new teachers and I think that EFFECTIVE coaching is paramount for that purpose.

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Q1-Coaching conversations can promote teacher reflection. Using evidence, intentional questioning, and trust helps teachers/novices analyze their practice, build self-awareness, and take ownership of their growth. Coaches can give ideas/strategies to help guide the novice in what worked, what can we change, and what can we do better.

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Q1 - Coaching conversations help the teacher reflect upon what they did well, why it worked, what they missed, and why it didn't work. A different or more experienced perspective can help the teacher see things they might have missed previously.

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Q2 - By making the teacher stronger, students will benefit. The teacher improves strategies, and students end up getting better lessons, activities, questioning, etc.

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Q1- Coaching conversations guide reflection in a direction that will impact students. It is easy to say the lesson "went well" or "didn't go so well." However, coaching conversations dig deeper into WHY a lesson was successful, what could be done to impact students more deeply, etc.

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Q1: Coaching conversations help promote teacher reflection because it makes the teacher slow down and really think on how they can monitor and adjust on their end to have a bigger student impact. The coach can help the teacher see things in a different way and lead the teacher to ways to help better their instruction. It helps the teacher be more thoughtful and intentional instead of the coach coming in and saying "this is what you need to do." They come to the conclusion together.

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Q2- A connection I made with the second video was the conversation about clear criteria for assessment. I think coaching can really impact learning on our campus in the area of assessment. We have been intentional about creating our CFAs, but I think coaching could help to ensure that these assessments benefit students by truly driving instruction, rather than just giving another point of data for teachers to look at. Coaching conversations could help us actually USE the data we collect.

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Q2-Coaching helps teachers be more intentional with lessons. It creates consistency with learning intentions, success criteria, and the use of common vocabulary. It builds teacher confidence and a culture of improvement. Reflection of teachers helps them strengthen teacher practices.

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Q2: Formal and informal coaching can impact student learning on my campus because right now it feels like we teach, we get so much student data, and we move on. Many do not know what to do with the student data, and with coaching, they realize data drives instruction! It can help teachers accept accountability and realize that maybe our students are not performing how we want them to because of our instruction. We all can learn and we can all grow!

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Q1: Coaching conversations promote teacher reflection by identifying specific areas within the teacher's instruction that require celebration or growth. A teacher cannot remember each student/teacher or student/student interaction through a lesson, and another pair of eyes on a lesson helps the teacher by introducing a new perspective. Teachers are more reflective when they can talk through their instruction with a coach.

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Q2: Coaching both informally and formally will impact student learning by improving teacher instruction. Even a quick conversation after a lesson is space for a teacher to reflect, and reflection encourages best practices. When teachers are more invested in their practice, students will receive higher quality instruction and begin to take more responsibility for their learning.

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Q1- When the coach pointed specific examples and asked about his thoughts on them it allowed him to reflect and think about specific thoughts and how they succeed or could be improved.

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Q2: I think informal could be used to to ask about something really fast and a thought on how to improve it. I think formal is a better environment for positive feedback and teacher reflections that could be brought up and talked through.

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Q1: Coaching conversations promote teacher reflection by providing a safe trusted space to reflect on the good, bad, the ugly with no judgement - essentially trust. Which in turns helps to examine the lessons, look for ways to improve, and promotes student learning. Teacher growth = student growth.

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Q1- Coaching conversations should guide reflection on the learning achieved and what to tweak for more success. Questioning can lead to a deeper reflection rather than teachers feeling defensive over their practices.

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Through open conversations and student work analysis, coaching helps teachers think more deeply about their instructional practices and make intentional changes that support student learning.

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Q2: Informal and formal coaching can impact student learning on my campus in that when we are work together it has a positive impact on student learning.

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Q2- Formal/Informal coaching will positively impact student learning because we will be sharing our best practices with one another. Teaching at such a small district, many share students so a colleague may have a specific practice that benefited your students previously.

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Q1-Coaching conversations promote teacher reflection by providing a safe place for teachers to think deeply about their teaching and its impact on student learning.

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A mix of formal and informal coaching allows me to continously improve my instructional practices and adjust instruction in ways that support student learning.

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Q1- The conversations and dialogue between a coach and a teacher have to include reflective questioning. That is where the teacher can sift through how things went and how I can improve. The coach has to be specific with the questioning!

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Q1- Coaching conversations promote teacher reflection through using guiding questions that help the teacher reflect on how the lesson went. It is through these guiding questions that the teacher can see what went well and what needs to be revised for next time (the gaps in the student learning).

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Q1: By guiding teachers through questioning and determining areas of improvement in instructions.

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Q2- It allows the teacher the opportunity to reflect and grow, therefore providing a greater impact on the students. The improvements made after reflecting on how things went are crucial to student growth.

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Q2-Formal coaching helps teachers to set more targeted goals for themselves which in turn positively impacts student learning. Informal coaching builds trust between colleagues, encourage reflection, and helps teachers problem solve in real time.

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Q1: When coaches ask effective questions it promotes deeper reflection because the teacher feels guided rather than being told what to do.

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Q2- Informal coaching impacts student learning because I think it is something that happens more often than not given the busy schedules teachers have. It is much easier to talk while walking kiddos to the next activity about how something went or as your making a quick copy in the copy room on your plan time. I think that formal coaching impacts students learning because it gives teachers time to really deep dive into reflection and see what is working in their lessons and what needs to be revised to help close the gaps between mastery and not.

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Q2: Formal and informal coaching could impact student learning on my campus by working with teachers to reflect on instruction, identify areas of needs, determining strategies to meet those needs, and developing a plan to follow through.

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Q1- Asking an array of questions help teachers think about things they wouldn't normally think about.

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Q2- Informal coaching help build relationship between people to where they know they can ask for help if needed, or just need someone to bounce ideas off of. Whereas, formal coaching really lays out a roadmap/plan for how to improve.

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Q1: Asking guiding questions help coaching converstations promote teacher reflection. Questioning allows the teacher to realize what they can do better or did well.

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Q2: Formal/informal coaching will impact student learning by allowing teachers to reflect on what they are doing in the classroom. It will help guide best practices and identify what students need.

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Q1- Coaching conversations are vital when it comes to reflection. It keeps the conversation geared around student learning and can help teachers reflect on specific lesson components.

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Q1- Coaching conversations use open-ended questions that allow the teacher to reflect on their teaching and student learning.

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Q1-Coaching conversations allow the teacher to reflect on what worked and what didn't. It opens them up into thinking what could I change or do differently to meet my students needs. It pushes the educator into thinking deeper on what could drive these students to be able to reach a higher level of thinking.

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Coaching conversations encourage self-assessments. Teachers are able to identify their own strengths and weakness and ways to grow. Coaching converstaions are also support for teachers- no judgement, just teachers helping other teachers.

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Q2: quick conversations like informal coaching still lead to reflection which directly effects student impact.

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Q2- Informal and formal coaching can keep everyone in the school headed on the same path towards meeting a school wide learning goal.

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Q2: Formal and informal coaching improves student learning when instruction is stronger. Teachers will have better student engagement when they reflect on student needs and adjust their strategies.

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Q1: Coaching questions usually give me a pause and make me think. I ask myself, what do they see that I don't". So it forces us to reflect on how we could do it better or what could we change to improve. If know one ever asks that question, we don't pause and reflect in the same way as if we were just self reflecting

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Q2- Both formal and informal coaching allow opportunities to check in with teachers on how things are going. The conversations keep student learning at the front and center by focusing on the teachers ability to reflect and adjust their teaching practices based on the data they collect.

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Formal/informal coaching will impact student learning by improving teacher instruction. Teacher instruction becomes more intentional. Teachers are able to reflect on their lessons/teaching and consider alternative approaches or other points of view.

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Q1 - Coaching conversations promote teacher reflection by slowing down practice, focusing attention on evidence, and using thoughtful questioning to help teachers examine what they do, why they do it, and how it impacts students.

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Q2 - Formal coaching provides depth and structure, while informal coaching provides flexibility and immediacy. Together, they create a supportive system that improves teaching practice. When teaching improves, student learning follows.

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Q2: I think that a consistent pattern of reflecting that coaching brings will help everyone grow. Knowing that we as teachers are supported and have opportunities to impact student learning with the help of each other, can only bring about a positive change. Culturally.

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Q1: An effective coach can make teacher reflection become more growth-oriented rather than defensive. Coaching can help a teacher focus on the student evidence from a lesson and less on how they feel a lesson went. A coach can also help a teacher decide what steps to take next.

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Q1 - Questioning in coaching conversations are crucial to getting teachers to reflect on their strengths and areas of growth. Effective questioning from coaching conversations, lead to those "aha" moments of my students did great with this or this is where we need to focus on growing.

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Q2 - Formal/informal coaching would have a positive impact on student learning on my campus. There is currently no formal or informal coaching taking place to my knowledge at the high school level. I feel our students success would grow by leaps and bounds if formal/informal coaching were to become the norm.

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Q1 Coaching conversations promote teacher reflection because coaches ask questions that require reflection. For teachers that don't reflect, they may not know how to, so they don't know the questions to ask themselves in order to reflect. Coaches are (usually) more experienced teachers that know how to reflect, and can help lead other teachers to reflection, which in turn can teach them to reflect on their own. Reflecting on teaching can improve student impact.

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Q1: Coaching conversations promote teacher reflection by having a structured, evidence informed conversation that encourages teachers to reflect on their practices, understand its impact and intentional make improvements.

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Q2: Coaching can help refine instructional strategies and align lessons to standards and learning targets. It can give teachers a shared instructional language which can help them analyze student work and assessment data either with a coach, as a subject team, or even on their own. All of these elements work together to make the ultimate impact on student achievement.

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Q1- Coaching conversations should be centered around student data/work which should cause teacher reflection. Coaches should prompt the teacher to think about what they did well and what they need to improve on and proof should be in the student work. In those conversations, coaches should give suggestions/lead the teacher to what they can do to improve and have a greater impact on their students.

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Q1 - Coaching conversations promote teacher reflection to occur. Many times teachers get so busy in getting lessons completed they do not take the time to reflect. Having coaches lead conversations to promote reflections remind teachers of the importance of it and how reflecting can impact the students by putting the focus on their learning and not the teacher.

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Q2: It will help improve the quality of instruction through targeted support. Increased teacher confidence and efficacy.

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Q2- Formal and informal coaching is important because it keeps teachers focused, always reflecting, mindful of student impact, and lets the teacher know there is support for them. Coaching provides structure, consistency, and pushes teachers to be better.

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Formal and informal coaching can positively impact student learning because it is focused on student learning, reflection, and evidence-based practices. Formal coaching conversations will help with the five steps of identifying needs, obtaining teacher learning, developing new teacher learning, applying the learning, and evaluating how effective it was on student learning. Informal coaching conversations can be what they need to be: a touch-stone, support, guidance toward reflection, etc.

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Q1 - Wow! When you have the right coach and teacher pairing, you see reflection on both sides. This really forces you to think about your why and your results for all your lessons. It forces you to think about how previous learning will impact current learning and where you want the students to take this learning next.

Q2 - I think this would highly impact my campus. Especially the formal coaching because it is really hard to carve out time in the day to have informal because we are so small and have a limited number of staff. For example, I am the only 6th grade literacy teacher. Formal means you have to be intentional with setting that time.

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Q2 - Formal/informal coaching can impact student learning on campuses by reminding teachers to reflect on how what they are teaching is causing students to think and apply that thinking in whatever subject they are in. It also helps when others see what you are doing through a different lens so they are able to give suggestions and feedback you may not think of that will positively impact your own students.

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Q1: Questioning leads to better reflection. Coaches need to ask the right questions to guide teachers into a deeper reflection, which in turn allows the teacher to dissect their lesson(s) deeper and further grow and impact student achievement. Questioning from a coach (like the questioning seen in the videos) also helps teachers learn HOW to question themselves and reflect, making them more independent and helping to establish this as a routine, which is critical in almost all aspects of our jobs.

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Q1-Coaching conversations promote teacher reflection during both informal and formal exchanges. Providing opportunities to engage intentionally, asking questions & guiding the focus to student work/data, teacher reflections will take place and growth will be seen in student outcomes.

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Q1: Coaching conversations prompt reflection when the coach asks thought-provoking questions such as "Why did you..." and "How could you...? The teacher has to really think to answer and through that reflection/thinking about the lesson, insights are gained.

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Coaching conversations allow the teacher to have time to reflect on the effectiveness of actual lesson and student engagement. I think having the time to slow down and see how the lesson impacted students and listening to the coaches perspective can make a big differences in how a teacher reflects on that lesson.

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Q2: My campus in particular is very small. We have one teacher per grade-level subject, and many are teaching several different grade levels. Both formal and informal coaching would create a support system for these teachers, allowing us to take advantage of the close relationships typically formed in these small setting and build a safe space for reflection and growth. It can also create a standard and consistency for students across grades, classrooms, and subjects and improve student achievement through student-centered reflection/decision-making, data analysis, and reflection on instructional practices.

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Q2-I do believe that coaching would have a positive impact on the systems we already have in place. I have benefited from the different perspectives and testimonials when reflecting on my own practices. Building wide practices would only lend itself to better alignment of standards and more effective assessment practices.

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Q2- I think everyone on our campus will benefit from routine coaching. Anytime educators can collaborate for best practices we should see benefits for all involved

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Q1:

As a new teacher, they are learning so many things and trying to reflect on so many different things. It becomes a cluster. They don't know how or what to focus on the most. Having a coach to collaborate with can help divide and conquer. A coach can see things that the new teacher is overlooking. And I say that with positivity. A coach could notice something that the new teacher is missing, positive and/or negative. Teaching is hard, and we ALL need that collaboration to be more effective and reflective.

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Q2: Coaching, whether formal or informal, would only positively impact student learning at any school, in my opinion. There are veteran teachers who have been teaching the same way for years and novice teachers who are still trying to find their way. In either case there are teachers who are not as student-focused in their teaching as they should be. There are also teachers who have never been taught (coached) on how to use student work/data to drive their instruction. Teachers of all ages and years of experience could benefit from these types of coaching conversations, which in effect benefits the students greatly.

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Q2:

My campus needs more informal and formal coaching. Not for the "gotcha moments," but for the real "I gotcha moments." When others help me reflect, I get better. When others help me realize that "hey, that went well!" I have more confidence and continue working to improve. As an experienced teacher, I need that so why not a new teacher as well. The new teachers should have that. Collaboration would help teachers' growth, which would help students grow. The goal is for students to grow, so we need to grow our teachers as well!

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Q1--Coaching conversations promote reflection because most times we may not see that opportunity to change something or improve something. When it is asked of us and we break down something we did or did not do, it makes us 'reflect' on how we could have done or handled that differently. Student focused is how we should always be and how our actions can improve student learning.

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Q1-The right questions will spark reflection. These questions make us stop and really think about our planning, delivery and the outcome in a deeper, new way.

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Q2--Informal/formal coaching can have a positive impact on student learning by making teachers reflect not just on the assignment but where do I go from here to get them to the level I want them to achieve. We can get comfortable in our ways and how we teach lesson to lesson. We need those conversations with observers to make us really take a look in the mirror. It can change how we do things in our classroom and make us a better teacher. Better teachers make better students. As weird as it sounds, I LOVE formal observations! I want to see if they see what I see and if they see something different help me to be better. When you know better, you do better. REFLECT!

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Q1. Coaching conversations promote teacher reflection by using powerful questions and listening to understand vs to reply. Feedback helps build self awareness, directs growth in a safe space and fosters a deeper understanding and ownership It also builds relationship among colleagues as they work together to improve and deepen student learning.

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Q1- Informal/formal coaching promotes teacher reflection by allowing the teacher and coach to engage in a non-judgmental conversation revisiting the strengths and weaknesses of the teacher's lesson/strategies that is of course centered around student impact.

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Informal/Formal coaching would help all teachers improve so that students will improve. I'm a veteran teacher and appreciate coaching and being coached. Our world is always changing with new challenges and ideas. Everyone can use someone to share ideas with and get feedback. If these ideas are centered on the students, we all win. We will all have the same goal. Teachers will not feel like it is a "gotcha" session because in the end, it is truly a way to help our students grow.

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Q2. Informal and formal coaching can elevate teacher skills and boost their confidence by creating a supportive culture, which leads to improved teaching, student motivation and better academics overall. Coaching both formally and informally can change how we view things in our classroom and how we present to our students. I think it encourages us to be life long learners. Both teacher and coaches can reflect and improve …monitor and adjust to meet student needs for academic success.

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Q1: Similar to the questioning that we might use in the classroom, conversations and questions to other teacher may open thought doors that had not be noticed before. It provides real time reflection and may open up new directions in the student learning process.

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Q2- Whether it is formal or informal, I really feel like my campus could benefit from instructional coaching. This is something that were are lacking in for sure. Being a small district, many people wear lots of hats, so taking the time to observe others' classrooms and offer any knowledgeable advice, seems far fetched for most of our teachers. Also, most teachers here are the only one that teaches that particular subject area or grade, so having someone come in and "coach" them almost seems unnecessary to them. No matter the reason, formal and/or informal coaching would only lead to having a positive student impact. The teachers in my district need a different mindset about it.

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Q2: Formal and informal coaching techniques have a impact on teacher reflective practices. Formal of course is more structured and focused reflection on the student work on paper for a specific goal. Where as the informal coaching can encourage daily reflective practices that can improve student and teacher practices and learning.

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Q1: Coaching conversations promote teacher reflection by giving teachers regular, formal, or informal opportunities to examine student work and other student evidence, and to think honestly about what their instruction is producing. A strong coach grounds the discussion in that evidence and uses questions and listening to push real self-reflection, not just compliments.

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Q2: Formal and informal coaching can improve student learning by creating consistent opportunities for teachers to reflect on their instruction using student work and other evidence. When coaching stays grounded in what students are actually producing, teachers are more likely to make timely adjustments, increase engagement, and deepen learning across classrooms. Our TESS cycles can support this, but we do not always use them as they were intended. Reflection has changed how I approach my own teaching, and I believe student outcomes across the building would improve if the expectation to reflect were more visible and consistently reinforced.

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Q1 - Questioning is critical because it forces an element of reflection that may not occur otherwise. These conversation provide an opportunity to determine whether what one does in the classroom was effective.

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Q -2 Formal and informal coaching can empower teachers to glean a crystal clear understanding of what is productive in the classroom.

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Q1 - Coaching conversations help the teacher think and reflect on the lesson - what went well and what didn't go so well, so that the next lesson can be adjusted to better meet the needs of students and ensuring that they grow.

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Formal/informal coaching on my campus can impact student learning by creating more awareness of the standards and making sure to include differentiation for the students to meet all levels of learning.

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Q1: Coaching conversations promote self-reflection by having the coach guide the conversation and not be the main contributor. The coach asks the questions to help the teacher acknowledge and become aware of the effectiveness of their instruction.

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Q2: More open dialogue and informal coaching would benefit our school greatly. Our math team is already very collaborative and it helps us tremendously. I would love to see our other content areas operate the same way where the experienced teachers can help build more confidence in our younger/newer teachers. Formal coaching will also help push us to be more successful as a school overall because one of our school goals is to increase our rigor become better at being college preparatory.

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Q1: Teacher reflection should be the main goal in a coaching conversation. It creates a place where a teacher can feel secure sharing their decisions without feeling judged or criticized. Coaching instead comes from a place of positive and growth mindset and encourage the teacher to build on those decisions so their teaching can grow with future instruction. Of course, it should be based on evidence feedback, specific questioning, and how teachers connect their actions to the student outcomes. Overtime, these coaching conversations will lead to self-awareness and intentional instructional improvement.

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Q2: Wow! What a powerful question that instantly made me feel excited to even think about! We all know that time is our biggest constraint at any school. Between the numerous tasks that we all have to get done during the day, there isn't time for a classroom teacher add on coaching as another assignment. Hear me out, the problem with most coaches is that they are out of touch with the "real" classroom. They have seen bits and pieces for years and not the entire picture. I believe that a team of coaches who taught a class for half a day and then the other half was spent coaching other teachers would benefit my campus greatly! This way, formal and informal coaching could both occur and help teachers improve what happens in the classroom. The structured coaching would give teachers clear goals and feedback. The informal conversations would allow for quick adjustments and new ideas. If you have two teachers who tagged teamed this together throughout the day, think about the supportive culture they would not only be to the school but also to each other which would lead to stronger teaching and better student learning.