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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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Some of the attributes we selected yesterday were: "follow up, solution based" and "goal oriented" .... part of the preparation is designing the coaching to be job embedded and on-going... it shouldn't just be one meeting and then you never follow up on the things you discussed. Also, goal oriented - the coach is looking at student evidence BEFORE deciding what goals or target areas for their mentee teacher. They don't just set random goals - they are strategic.

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When w e prepare we are able to establish trust and collaboration, we can measure outcomes with student improvement and growth

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The action coaches take is focused on student achievement through setting goals for coaching cycles, using standard based learning targets, using student evidence to co plan instruction, measuring the impact of student and teacher learning. Always have the student's learning goal in mind during any support.

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Coaches need form trust, be patient, be supportive, and be goal oriented with their mentee. They need to work together as a team with the main goal being student achievement and growth.

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Each time that I meet with my coaches they always ask about my students; that's what it's all about. My coaches always want to know what standard I am working on, what the student is doing and what I want my end goal to be. At first I just seemed so lost but now I understand.

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In order to be best prepared to coach, we need to be sure that our colleagues "see" us as effective coaches. Otherwise, most of what we say or do is not being internalized by those we are trying to help. We, as coaches, need to be trustworthy, supportive to ALL teachers, knowledgeable, approachable, patient, accessible, resourceful...so many things.

We also need to base everything on student learning. I appreciate how the video stated it's not our job to "fix people." But rather, we should flip that thought and base all coaching on student achievement.

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The coach's actions must be goal oriented with focuses on standards and teacher/student needs. It is an ongoing cycle to improve planning, presenting, and positive results.

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The actions of the coach must have standards-based learning targets with student evidence in order to co-plan with the teacher. The co-teaching needs to have a focus on effective instructional practices to measure impact.

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Some of the attributes of effective coaching that we discussed were trustworthy and life-long learner. The process of preparing for a coaching session shows that they can truly be trusted with guiding you in the right direction. They don't come in flying by the seat of their pants to give cliche advice. They are truly thinking about your needs as a teacher and how they can help you improve student success. As a life-long learner, you know that you aren't the smartest person in every room. The preparation process shows that, as a coach, you know that in order to make the biggest impact, it may call for some extra time and finding information that you aren't already familiar with.

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We discussed yesterday and came up with the coach helping to find solutions and ideas, or rather leading them to the ideas. Instead of just saying you need to do this, you could ask "How might we do this" So having an idea of what you are wanting to say. Also, having a clear defined goal/objective. Linking the future coaching

to the past coaching.

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It is important to be prepared for the coaching session. The actions of the coach should utilize standards-based learning targets based on the evidence of the students work to determine what the goals of the co-planning will be. The coach needs to be familiar with the practices that the mentee utilizes in their classroom so that co-teaching can focus on the most effective instructional practices to measure student impact. This is an ongoing cycle, not just a one and done process.

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The actions coaches take as they prepare for a formal coaching experience supports the characteristics of effective coaching because this is their time to plan what they will focus on with their mentee. Effective coaches prepare by getting to know what you are working on and what you want to teach students in your lesson. They plan to observe and look for resources to help their mentees be successful and in turn their students learn.

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Coaching is not something you can wing. You have to be prepared and organized for any learning to happen. I am new to being a mentor and my mentee reached preschool while I teach first grade. This has been a challenge for me this year on how to specifically help someone where I have no experience. Going through my training and talking with people who do have experience in her area has helped me dive deeper in coaching. I am still learning just like my mentee but it's always a collaborative space where we can work and learn together.

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Coaching takes preparation in advance. We need to make sure that our fellow teachers see that we are effective in what we are doing. If teachers do not think you are effective in coaching they will not buy in to the idea of coaching. We need to always work on building a positive relationship with the teachers with trust, understanding, and support. We need to build our resources before we can help others so that we are knowledgeable enough to help them.

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The coaches need to prepare to make sure the session has a goal, they allow the teacher to reflect, and student achievement is the end goal overall.

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It is important to go in with the mindset of supporter and not a fixer. Growth happens over time, and coaches have to be sure of their role.

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Effective coaching is driven by building relationships and having a plan. It is important to come along-side the teacher to set goals and help them to achieve those goals toward increasing student growth. Coaches also need to have done the work to get prepared and have the knowledge background to fully support the teacher. Working in a collaborative partnership with the teacher will allow for growth for the teacher and for the students.

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Preparing for coaching is like preparing to teach a lesson. You wouldn't go into the classroom to teach students a lesson without a lesson plan. You have to have an initial plan moving forward. It may not go according to the plan always, but, if you are well prepared for formal coaching, you are more likely to be able to help that teacher do some self-reflection and self-evaluation. Teacher buy in is essential.

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The actions coaches take while preparing for a coaching session directly correlate to the characteristics of effective coaching because those actions determine the overall effectiveness of the session. Since time is precious, coaches must value teachers’ time by being intentional and well prepared. Preparation allows the coach to model the practices and professionalism they expect from teachers. This reinforces trust, focus, and purpose throughout the coaching process.

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Intentionally planning for coaching sessions will create an environment of trust and of co responsibility. It holds the coach and teacher to a plan and set realistic goals at different stages of development. As the coach prepares for sessions, they not only come to know the teacher but also the students so there is a sense of shared responsibility for the growth of the students. The co-teaching element allows for both to have the same experiences with the students however, each may bring different insights or connect with students differently. Therefore, student impact can be greater. Deciding on target areas ahead of the formal session also keeps both coach and teacher on task and makes the session more impactful for all stakeholders.

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When coaches take time to prepare by setting clear goals, learning the teacher’s needs, and planning questions, it makes coaching more intentional. That preparation builds trust, keeps the conversation focused and going, and helps coaching feel supportive and meaningful instead of rushed or checklist-driven.

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Coach preparation actions for formal coaching support the characteristics of effective coaching because it helps for coaches to meet all of the attributes for good coaches we discussed yesterday. The coach prep steps help keep the focus on student impact and teacher growth, rather than getting stuck in a rut or directionless. Those coaching sessions are a waste of time. The best practices give the coach a playbook to use to make the best positive impact on a teacher and their students.

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Coaches’ preparation for formal coaching supports effective coaching by ensuring conversations are intentional, reflective, and grounded in student evidence. By reviewing data, lesson plans, and observation notes in advance, coaches keep the focus on the impact of instruction rather than personal opinion. Thoughtful preparation also allows coaches to align conversations to teacher goals and plan reflective questions that promote self-assessment and ownership. These actions help build trust, create clarity around next steps, and ensure coaching remains collaborative and focused on improving student learning.

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The coach needs to make sure they are approaching this like you would eat an elephant, one bite at a time. An overwhelmed teacher is not one who is student focused but task focused. So the coach must come in prepared to look at the student evidence and lead the teacher to effective changes or strategies to address one area students are struggling.

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Coaches need to be aware of what a teacher is doing. They need to have an understanding of the standards being taught so that they can determine the effectiveness of the teacher. We said that a Coach needs to be knowledgeable.

Coaches need to have a relationship with teachers. In order to lead them in self reflection, they need to almost know the teacher reaction so that they can "lead" them to self reflection.

Planning in cycles provides the followup that is needed to determine next steps and if those changes/ modifications are successful in student achievement.

I also think that preparation requires finding the good things and preparing how you are going to project positivity and support while addressing areas that need change.

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Coaches must be prepared to offer solutions to areas the teacher needs support. There's nothing more frustrating to teachers to point out negatives and offering no help to overcome them. This does no good to anyone, especially students. Coaches must come prepared with ways to help teachers overcome challenges in the classroom. This only works if the coach is knowledgeable, empathetic, solution based, trustworthy, experienced....many of the attributes we've outlined in an effective coach.

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Coaches must set the intention (before coaching) to support and ensure the gap is about the student learning and not about "fixing" the teacher. They must plan to collaborate with the teacher, using their knowledge and experience, along with student evidence to co-plan instruction. Before coaching, a professional and personal relationship with the teacher should be established in order to support productive and meaningful collaboration.

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Q1 One of these characteristics is being focused on the needs of teachers and students; relevance. If you don’t know what you are walking into, and what needs are present, you don’t really know how to help. When teaching, if you don’t plan for your student’s learning or know what they are struggling with, there won’t be much learning that occurs or it won’t be focused in the right area. The same is true for coaching teachers. If you don’t plan for the teacher’s learning or an area they really need help to grow in to ultimately help their students grow, there won’t be much learning that will occur that is relevant to the student or teacher needs.

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The actions coaches take to prepare for coaching is very important! The coach has to know and understand so many things including, the standards that teacher is teaching, the teaching style of the teacher, how to develop that relationship with the teacher, the learners in the classroom, what level that teacher is on in all aspects, and the resources that might be beneficial to the teaching process in that specific classroom. If they are not prepared, most of the time the formal coaching will not benefit the teacher and could also just seem like a waste of time that the teacher could be using for helping themselves (not as effective).

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When helping coach another teacher it is not about fixing them. That statement resonated in me as soon as I heard it. I like the idea of being there to help and encourage other educators to be successful. The goal-oriented mindset is the most effective way to be successful. I have always loved having colleagues that I could discuss my plans for a lesson and bounce ideas off of them. We would discuss what went well and hwat could use more work. It's very beneficial to have the opportunity to do those things.

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When coaches prepare for formal coaching, they come in knowing what to focus on and with student evidence already in mind. That preparation helps the conversation feel purposeful, supportive, and centered on learning instead of evaluative. Because the coach plans reflective questions ahead of time, the teacher is able to do most of the thinking, which builds trust, ownership, and meaningful growth rather than just being told what to fix.

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To prepare for a formal coaching session, coaches have to be organized and have a good understanding of the standards the students are supposed to be learning.

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The action coaches take is build a positive rapport and provide guidance. They guide and support teachers. They help enhance teachers to self-reflect on their lessons, including teaching methods.

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Organizing through cycles is a way to say that it's a continuous cycle. Using data as a platform on whether or not a cycle is complete is a way to guide the instruction.

Co-Teaching is useful because the coach and teacher plan the lesson together and it gives a great opening for modeling.

Using standards-based learning targets insures that the students know what they are expected to learn and what they will be assessed on.