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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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Question 1: Coaching conversations move teachers along the continuum of reflection by shifting thinking from what happened to why it happened and what to do next, leading to intentional instructional improvement and sustained professional growth.

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Formal/informal coaching can positively impact student learning by ensuring that instructional decisions are intentional, aligned, and responsive, resulting in improved academic achievement and student engagement across our campus.

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Q1: Coaching conversations promote teacher reflection because they discuss the good parts of the lesson, but also look at the parts that may not have been as successful. This way the teacher can better themselves for the future lessons because they know what to do and where to go next.

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Q2: Formal and informal coaching would have a positive impact on student learning. This is because the learning would be more student and data focused to ensure students are meeting the standards required to be the most successful.

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Question 1: The coach in the video did an amazing job of not pointing out his mistakes and growth, but letting him recognize it for himself. She lead him to that, which is so powerful. They are able to discuss all the things, the planning, lesson, student assessments, and come up with better ways and the great things they did to keep on going. It also makes sure things are aligned to what they are supposed to be doing in the classroom. This promotes teacher growth and strength in the situation. We always want to know what we are doing right to deepen that and grow in that aspect even more.

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Q1: Coaching conversations give teachers the chance to slow down and really think about their teaching. Instead of being told what to fix, they get asked good questions and look at how students are actually doing. That helps teachers see what’s working, what’s not, and what they might try next.

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Coaching conversations promote teacher reflection by truly putting the analyzing and thought process into the teachers hands. Coaching is not a one-sided conversation where a coach is telling a teacher what went well or what went wrong. The conversations should allow a teacher to think about student success and the impact that instruction had on that, eventually getting the educator to a point where they can not only reflect on decisions that they made in their planning and delivery of instruction, but what changes can be made to grow in those decisions to further impact student success.

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Q2: Both formal and informal coaching can make a real difference for students. Formal coaching gives teachers some solid, focused time to look at student work and talk things through, while informal coaching lets those quick check-ins happen on the fly. When teachers are reflecting and adjusting more often, instruction gets better, and that’s going to help students learn more.

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Coaching conversations promote teacher reflection, as they allow teachers to examine their own instructional choices. It allows them to think about what did or did not work, the students who struggled, and why. It may also allow teachers to consider whether they made the lesson accessible for scholars with IEPs, 504, etc., allowing them to reflect on inclusive practices. All in all, coaching conversations are intended to promote one's critical thinking about instructional choices and student learning outcomes.

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Informal and formal coaching would have a positive impact on my campus in the sense that it would ensure that the conversations about instruction and best instructional practices are all student-centered. When we are all focused on the same goal (student success), we are better able to make decisions and have conversations that reflect decisions to improve student success.

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Coaching conversations promote teacher reflection by providing structured, supportive dialogue that encourages teachers to think deeply about their practice. Through open-ended, nonjudgmental questioning, coaches prompt teachers to analyze instructional decisions, student responses, and underlying beliefs rather than simply receiving advice. Because coaching is non-evaluative, it creates a safe space where teachers can openly examine challenges and uncertainties. Grounding conversations in evidence such as student work or observation data helps teachers reflect objectively on what occurred in the classroom. Over time, these conversations strengthen teachers’ metacognitive skills, helping them internalize reflective questioning and connect insights to intentional next steps, making reflection a meaningful driver of professional growth.

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Coaching conversations promote teacher reflection by creating a supportive space for teacher to evaluate their teaching methods and their impact on students.

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Formal and informal coaching can positively impact student learning on a campus by improving the quality and consistency of instruction. Through coaching, teachers receive targeted feedback, reflective questioning, and support aligned to instructional goals, which helps them refine teaching strategies, respond more effectively to student needs, and use data to guide instruction. Informal coaching builds trust and encourages ongoing reflection and collaboration, while formal coaching provides structured cycles focused on evidence-based practices. Together, these approaches foster teacher growth, increase instructional effectiveness, and create more engaging, responsive learning environments, ultimately leading to improved student understanding, achievement, and academic confidence.

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Formal and informal coaching can significantly impact our school culture by increasing teacher confidence and morale while also improving student learning.

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Question 2: Formal coaching helps with really sitting down, looking at data, and deepen the lesson in the eyes of reflection even more. Informal, is a quick way to fix it if you teach it again next. Both are student focused but formal has more data and deepened reflection along with it to help grow and help with success.

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I am currently employed at Murrell Taylor Elementary, which serves a diverse student body with unique academic needs and has been a school that has been known for its state test proficiency rates being below the Arkansas average in math and reading up until 2024. Formal and informal coaching have been key to getting us to where we are now. Formal coaching ensures strategic improvement goals are met, while informal coaching creates ongoing reflective practice and responsiveness. Both are essential to building a campus culture where every student can thrive academically in and out of the classroom.

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Question 1: The coach is able to view the teacher objectively by guiding questions to to engage in a critical thinking cycle that promotes reflection. With a continual cycle of support, teachers are able to receive guidance to create a constant learning and growing cycle not only for the educators themselves, but for the whole culture of the school.

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Coaching conversation must have a casual, personable feeling, while still adhering to the continuum of reflection to steer the teacher along the correct path of thinking and analyzation. The casual nature and feeling of a session allows the teacher to let their guard down more and explore ideas out loud that they may be more hesitant to do for either a fear of being off-track, or simply being closed-off to the ideas being presented.

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Question 2: Formal and informal coaching improves student learning by educator learning and reflection. The more educators are engaged in coaching and collaboration, the more impact they have on students. Keeping up with our own learning can only benefit the students.

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Question 1: Coaching conversations allow teachers to reflect on a deeper level and move from what went well/ not well in the lesson to what did the students learn and how can I have a bigger impact on student learning.

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Coaching conversations of both kinds would be beneficial to my campus, because they would allow a similar, more holistic approach to student learning campus-wide. Teachers would, ideally, approach struggling students in similar ways across subjects. Informal coaching would allow for quick check-ins and encouragement, while the more formal, in-depth coaching would allow for a better dissection of the learning taking place.

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Formal and informal coaching can have a positive impact on student learning by pushing teachers to evaluate student learning on a deeper level. Informal coaching helps build relationships between mentor and mentee and fosters open/ honest/ low pressure conversations. Formal coaching allows for a deep reflection into student learning and next steps based on the impact of the lesson.

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Q1: Coaching conversations promote teacher reflection by asking questions, reviewing data/evidence, and guiding teachers to discover what worked, what didn't work, and how to improve student learning in the future.

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Q1: Coaching conversations help promote teacher reflections by allowing the teacher to reflect on things that they may not have thought on their own independently. The coach can ask guiding questions that allow the teacher a different viewpoint and to deeper reflect on what parts of the lesson went well and what they can improve upon.

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Q1

Coaching conversations promote teacher reflection by using open-ended questioning, evidence-based feedback, and a focus on student impact. Rather than telling teachers what to change, coaches guide them to analyze their instructional choices, consider how those choices affected student learning, and identify their own next steps. This process encourages deeper thinking, ownership of growth, and intentional improvement, making reflection more meaningful and actionable.

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Q2: Both formal and informal coaching impact student learning by helping teachers improve. Making adjustments to instruction methods and making decisions based on evidence lead to more effective teaching and better student outcomes.

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Q2

Formal and informal coaching can significantly impact student learning by improving instructional quality and responsiveness. Formal coaching provides structured opportunities for teachers to analyze their practice, set goals, and implement targeted strategies that directly address student needs. Informal coaching supports real-time reflection, collaboration, and immediate instructional adjustments. Together, these coaching approaches create a culture of continuous improvement, leading to more intentional teaching, stronger student engagement, and increased academic success.

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Coaching conversations promote teacher reflection because they will get teachers to shift from simply looking at numbers to considering all aspects. Rather than thinking of only what went well, the questioning and conversation lend themselves to going beyond the surface and the teacher can then begin making instruction changes to address student needs and successes. These shifts become intentional and develop ownership of teaching and student learning.

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Q2: I think informal coaching is definitely easier to find the time for. It's often difficult for staff to find the time to sit down for formal coaching, but informal coaching can happen within a few minutes while making copies or walking to pick students up from recess/lunch/activities. Both are important to help teachers reflect and grow in their practices, which in turn, creates a positive impact for student learning!

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Coaching conversations promote teacher reflection by using open-ended questions, active listening, and supportive envirornments. This encourages teachers to reflect on their impact on student learning, effective classroom management, active learning engagement, and have active ownership of their growth as an effective teacher.

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Q1 “How do coaching conversations promote teacher reflection?”

Coaching conversations promote teacher reflection because they guide teachers in seeing the areas of instruction that positively impact student instruction while also challenging teachers to think deeper in order to address the needs of all students. The formal coaching video did a great job of prompting reflection with questions like "What made you know they got it?" and "Are you comfortable with how the student structured the response?" Coaching conversations like this keep the focus data-driven while helping teachers to reflect on their best practices and how the impact student learning.

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Formal and informal coaching could have a profound positive impact on student learning on our campus. By having conversations that are focused, student-centered, and intentional in a safe and respectful manner, instructional shifts can be made intentionally...not in compliance.

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Formal/Informal Coaching would be greatly beneifical to my campus. It would really help boost teacher morale, increase student accountability and ownership of learning. It would be great to see teachers and administration collaborating, encouraging, and working towards the biggest impact on student learning.

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#1-Coaching conversations help encourage teachers to reflect on what occurred and how they can improve to make learning better the next time for students. It also helps the teacher take ownership of what they did right and what they need to work on without being just "told" what they need to do to improve.

#2-Both formal and informal conversations would help with improved quality of more consistent instruction, use of data to achieve learning goals, and better collective efficacy.

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This particular conversation really gave the teacher some great ideas based on what he was already doing but she was able to help guide him in expanding those ideas.

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Q2 “How might formal/informal coaching impact student learning on your campus?”

Formal and informal coaching can impact student learning on my campus by helping to guide teachers in identifying student needs through data analysis. It also prompts reflection to help teachers see which teaching practices are making the desired impact and areas where incorporating various instructional strategies could further student growth. Coaching also provides a model, guidance, and support that teachers need in order to feel confident in their teaching practices and find areas for continued professional growth that in turn impacts student growth and learning.

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Q1: Coaching conversations help teachers pause, think deeply about their instruction, and make intentional changes to improve student learning. As evidenced in video 1, it creates a safe, non judgmental space to reflect honestly. As teachers, we can then look at the next steps for student improvement.

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Both styles of coaching are great, informal is a quick way to share the overall lesson and how it went, especially if it is right after the lesson and is fresh on your mind, formal coaching is a great way to dive deep into the lesson and pick apart what worked/didn't work. This would be great for the campus because you can really discuss specific students or groups and how they learn.

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Q1: Coaching conversations promote teacher reflection through prompting them to think on a deeper level to grasp the higher order thinking. As a coach being able to lead your mentor to think why was this the way they thought and how do I get them to a deeper level of thinking, what steps can I do different next time during my instruction that will trigger growth and allow me to meet my professional expectations as an effective teacher.

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Coaching conversations promote teacher reflection by asking purposeful questions and guiding teachers to think about what worked, what didn’t, and why. By connecting discussion to student work and evidence, teachers can see the impact of their instruction and identify next steps. This helps them plan and adjust their teaching intentionally to improve student learning.

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Coaching conversations allow teachers to see outside of themselves. They are able to get another opinion and explain their why and their thinking. Many times we just do our lessons and are not made to question them or ask the why behind them. Coaching helps us to dive into our lesson and the choices we make to better help the students. They are able to share ideas to better impact the students.

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Formal and informal coaching can improve student learning by helping teachers plan lessons more intentionally and use student data to guide instruction. Coaching supports teachers in trying new strategies, clarifying expectations, and giving students opportunities to think deeply. As teachers refine their practice, students benefit from stronger understanding and better learning outcomes.

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Q2:

In a small school (Junior High) with one teacher per subject per grade level, formal and informal coaching can impact student learning by providing consistent support to teachers and also giving them a space to reflect and problem solve, instead of figuring things out alone. It also allows for the sharing of ideas and best practices thru coaching times. In this process, lesson quality improves through honest and open feedback and collaboration.

Coaching will help teachers, who otherwise might feel isolated, grow in their practices. This ultimately leads to better teaching and better learning for students.

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Formal/informal coaching would impact student learning greatly at my campus. Sometimes it feels as if we are all on our own little islands, but collaboration would help us think outside of ourselves. It would help us to get new ideas and to explain why we make certain choices. When we are constantly learning and trying to improve ourselves, we are going to impact student learning. It would also help us to be more data-focused and really look at student work and the next steps in each classroom.

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Q2: Formal and informal coaching can have a positive impact on student learning. Having learning that is student driven allows them to have a more internalized sense of being involved with the standards that are required. These students seem to have a deeper level of understanding when they can develop their own essential questions that are aligned with standard expectations. This comes with students being able to infer and internalize for success.

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Q1: Coaching conversations promote teacher reflection by providing a structure to conversation that leads to a deeper thinking. This is done by asking questions, listening, restating thoughts aloud, and encouraging a plan for growth.

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Q1: Coaching conversations help teachers move up on the continuum of reflection with each coaching session. When the coach uses higher order thinking questions it enables the teachers to dig deeper and produce more meaningful reflections.

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Formal and informal coaching could have a big impact on students at my campus. In this work I have realized this is a missing piece for my campus. We talk all the time, we get along well, we just don't reflect with evidence together as much. This coaching piece will give the staff structure in their conversations and thinking which will lead to obtaining more knowledge about the students ability and formulating stronger plans for next step.

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Question 1: Coaching conversation require teachers to slow down and look at themselves and their performance more critically. It makes them question what worked and what didn't, and it helps them identify what the next steps should be. It also encourages them to reflect on their own, not just when the coach has them do it.

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Q1: Coaching conversations promote teacher reflection because they create a supported space in which teachers feel safe to think about their instructional practices and the impact they have on student learning.

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Coaching conversations promote teacher reflection by allowing the time for the teacher to look at student work samples and look for proof that their students are understanding what is being required of them. Time is the important word. While we can all reflect on our lessons at any time, having that set aside, specific time (even if it is just a minute or two) ensures there will be a moment of reflection.

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Q1: Coaching conversations promote teacher reflection in building awareness of what is going on in the classroom. Having another person to discuss what standard is being covered and how it fits into the cluster, makes teachers evaluate and look for the next need. Teachers should reflect on their own. When another teacher leader reflects with them, this allows for a deeper understanding of student success.

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Q1: Coaching conversations promote teacher reflection though questioning techniques and reflective modeling. Intentional and thought provoking questions can help to build trust and rapport. Having good support through inquiry driven conversations helps to build teacher reflection skills helps move them along the continuum and continuously working to improve.

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Q2: It improves teacher practice, collaborative instruction, and consistency. From hallway conversations, to lunch conversations, side-by-side planning, modeling, and co-teaching, students get the biggest impact from their learning successes. Both formal and informal coaching ensures that instructional practices are intentional, curriculum aligned, and data driven.

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Q2: Formal/Informal coaching impacts student learning because it provides another mind to help see how to create better understanding from students. This coaching can provide more reflection, strategies, confidence, and it can provide awareness. This affects student learning in their being a plan and a cycle for growth.

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Q2: We currently have data scores listed on spreadsheets with a desire to improve those scores, but we don't have a clear plan of action to do it. Formal/informal coaching would allow us to analyze these scores by viewing student work, identifying the student needs, and then addressing those needs.

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Question 2: Formal and informal coaching could greatly impact student learning on my campus. We have a strong staff, but like many campuses, some instructional practices have remained unchanged over time. Without regular reflection and feedback, this can lead to gaps in student understanding. Consistent formal and informal coaching would encourage ongoing reflection and ensure instruction remains focused on student needs and outcomes, rather than relying solely on past methods.

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Q2: Formal/informal coaching would impact students on our campus in may ways but would overall be a positive impact. PLC's and learning would become more student centered. Students would likely become more focused and engaged as a result.

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Q1: Coaching conversations force and encourage reflection by both the teacher and coach on the lesson. By reflecting on the lesson as a whole as well as the "Good" and "bad" parts, teachers get an overview of how to adjust and move forward.

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Q1: Coaching conversations promote teacher reflection by creating structured and informal opportunities for teachers to analyze the impact of their instruction using student evidence. Effective coaching uses questioning, feedback, and dialogue to help teachers reflect on their instructional decisions, clarify expectations, and identify next steps for improvement.

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Formal/informal coaching definitely impacts student learning on our campus, We are a K-3 building, where there are multiple classrooms per grade level. By using the "same language" (Building-wide goals/missions) we are able to quickly and informally coach one another without taking much time out of our busy day. By using the "same language" in formal evaluations, we are able to get down to the nitty gritty quickly and allow more time to assess student work and set preferred outcomes based on the data collected.

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Question 1 : These conversations allow teachers to reflect by guiding teachers from describing what happened to analyzing why it happened and how to improve , which results in professional growth and most important - student learning.

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I think all teachers benefit from formal and informal coaching, especially dicussions centered around student work. As teachers learn to self-reflect, their ability to help students only increases. Teachers can see (Or are "helped" to see) gaps in their instruction and ways to fill in those gaps. Looking over student work with colleagues can sometimes lead to even better understanding of what students are missing as what looks like a lack of one specific skill in one class may actually be a sign of a much bigger gap that is only noticed when several content teachers are looking at the same student and open to reflection.

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Q2: Formal and informal coaching can positively impact student learning by ensuring our instructional decisions are grounded in student evidence and are responsive to student needs. In my K-2 building, coaching can strengthen student learning by supporting teachers in delivering developmentally appropriate instruction that builds strong foundations in literacy, numeracy, and student discourse.

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Question 1: Coaching conversations promote teacher reflection because teachers are given an opportunity to use student work as evidence of comprehension and growth within the classroom. This leads to being more intentional during instruction and looking for greater ways to improve yourself as a teacher and focus more on student learning

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Question 2. Formal and informal coaching positively impact student learning by strengthening instructional practices and focusing on student outcomes.

Formal coaching supports goal setting reflective practice and data driven instructional improvement . Informal gives timely feedback and reinforces effective strategies in daily practice. Together they increase instructional coherence across the campus and make sure that teaching decisions are similar to improve academic growth.

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Question 2: Formal and informal coaching can have a positive impact on student learning because it pushes teacher to reflect upon their own practices. If teachers are getting formal and informal coaching it can make them aware of better practices they might not otherwise had known about. If every teacher is aware of ways they can consistently improve, overall their student will be pushed towards learning and being impacted in greater ways.

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Q1: Coaching conversations promote teacher reflection by creating a safe space for teachers to evaluate their instructional practices and the impact it has on student learning. Through reflective questioning, coaches can encourage teachers to think more deeply about the decisions they make in the classroom and the outcome of those decisions. Grounding the conversation in evidence allows the teacher to reflect on concrete examples of student learning, not opinions or assumptions.

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1- How do coaching conversations promote teacher reflection? They guide with questions that will make the teacher think through the lesson and what went well, did it impact student learning? What could be improved? We think these things when we teach, but when we have to say them out loud in a conversation, it might not be exactly as we perceive it in our heads. Talking it through with someone else makes us focus on what REALLY happened.

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Q1: Coaching conversations promote teacher reflection by guiding the discussion through use of student work. Using student work samples the coach asks reflective questions to narrow down specific areas of strength and growth of both the teacher and the students. This collaborative conversation encourages the teacher to self-reflect versus the coach dictating the goals. Through this repetitive reflection with a coach, the teacher develops a habit of consistently evolving for the betterment of student learning growth, and his/her own professional growth.

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Q2: Formal/informal coaching would have a positive impact on student learning because it is collaborative, purposeful, and evidence-based. Through these coaching sessions, it is essential to reflect on how a teacher's instructional practices impact student engagement and learning. If our practices are not meeting the needs of the students, then these conversations can lead to solutions that benefit the students and the teacher. If our practices are not challenging enough, then these conversations can lead to practices that take students beyond their current level.

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Coaching conversations promote teacher reflection by asking questions that will lead the teacher to examine how students were impacted by the lessons. They should look at the positive things that worked and explore how that can be continued. They should also look at the things that didn't work as well to reflect on how those can be improved.

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Question 2 - How does informal/formal coaching impact students? Coaching should have a positive impact since this is the main thing. If conversations are focused on how to think about lessons what does the data show...it then moves to "how can we make this better." I don't see how good coaching could do anything but help. If coaching turns into gripe sessions or gossip session, then it could definitely negative impact instruction. If coaches are using those good characteristics we have discussed, it can only help.

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Formal and informal coaching will impact student learning across the campus because it helps teachers become more reflective about their teaching. It also allows them to have another person to help them figure out the best ways to teach and get the results they want from their students. This will have a positive impact on all students.

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Q1: Coaching conversations use thoughtful questions and active listening to help teachers reflect, connect their practice to student outcomes, and identify next steps, building confidence and continuous growth.

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Q1: Coaching conversations promote teacher reflection by asking guiding questions to help drive teachers to come to their own conclusions about student impact while keeping learning goals in mind. Teachers internalizing and owning their role in student learning is more valuable than being directly told what went well and where they need to improve. This also sets the teacher up to incorporate self reflection by modeling how to think critically about student impact while scaffolding those who may not do it naturally yet.

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Q2: Formal and informal coaching can improve student learning by helping teachers fine-tune their instruction, think through what’s working, and make changes based on what students actually need, which leads to stronger teaching and better results for kids

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Q2: Coaching, on any campus, should positively impact student learning. Rather than having a group agenda that may, or may not, apply to every teacher means improving our teaching. By improving our teaching, student learning benefits. Also, the individualization of goals that are developed through a collaborative effort of both the coach and the teacher, using student data, means the learning strategies and goals are student focused based specifically on those students and their interaction with a specific teacher. On my campus, this would promote "buy in" because the growth goal is individualized.

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Q2: Both formal and informal coaching can move teachers to be more reflective of their standards, curriculum, strategies, and goal setting. This is turn has a direct impact on student learning as teachers develop or adopt new strategies aligned with the needs of their students as they utilize the five step process more seamlessly in their classrooms.

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Coaching conversations promote teacher reflection by directing the focus to what the students are doing, how the students respond and what the teacher did to facilitate the student learning by giving specific feedback and asking questions that promote teacher reflection.

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Q2: Formal/informal coaching impacts student learning because it refines the teaching practice and craft to improve student engagement and achievement. Teachers can then share their experiences with success and learn from mistakes to impact teachers and students across the campus and share resources.

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Coaching conversations can promote teacher reflection by guiding a teacher through the analysis of how the lesson progressed, how students responded to the lesson, and how the students demonstrated that learning. Developing next steps as part of that conversation gives the teacher a chance to assess where the students were after that lesson and what needs to be done next rather than following a rigid, preset schedule of lessons. This is one reason I disagree with scripted curriculum. Oftentimes, they remove the flexibility of a teacher to monitor and adjust which can decrease student achievement for the sake of pacing that looks good on paper. Coaching conversations encourage growth and flexibility.

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Formal coaching provides consistency as we coach more than one teacher. The goals of the coaching must be the same as well as the areas addressed in formal coaching conversations. This ensures that the learning teachers have the same opportunities and coaching. The records kept from these formal meetings allows the teacher and the coach to see growth throughout the year. If all teachers are held to the same standards, then students will see a consistent level of expectations in all classrooms. This will help student learning.

Informal coaching conversations provide boosts throughout the year with mini-checks in the hallway, at lunch, and at other times. These conversations promote the relationship between the coach and the learner and help to develop trust. These are the times that also forge the vested interest the coach has in the success of the learner. As students see teachers develop less formal relationships, they can see the staff as a family that is really invested in the students and enjoys talking about their successes. This will encourage students to grow to be part of that excitement. Even as the coach or the teacher shares positive things with the students that the other one said during an informal conversation, the students will begin to desire to become part of those positive conversations and fell encouraged.

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Coaching conversations allow teachers to see what worked during the lesson and changes that need to be made in future lessons.

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Formal and informal coaching would have a positive impact on our campus. The formal coaching would allow teacher to focus more on student data and delivery of teaching a lesson. The informal coaching would be advice given between colleagues and coaching for confidence and changes that need to be made.

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Coaching conversations promote teacher reflection by:

Asking probing, student-centered questions

Using evidence to ground discussion

Providing safe, non-judgmental space

Offering specific observations

Guiding teachers toward actionable next steps

When done well, coaching moves teachers along the reflection continuum — from simply describing lessons to analyzing impact and intentionally improving practice.

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Both formal and informal coaching on my campus would encourage teachers to think more deeply about their standards, curriculum, instructional strategies, and goal-setting practices. As teachers refine or adopt new approaches that better align with their students’ needs—and implement the 5-step process more fluidly in their classrooms—student learning is directly strengthened and supported.