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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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When a coach prepares effectively, they provide a model for effective teaching that is not confusing and can be followed with great results in student learning. An effective coach doesn't just "know," they can also "do."

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Being knowledgeable about best practices for instruction as well as knowing the content, as well as understanding students needs for positive growth and success creates a model for teachers. This allows for trust and understanding for the coach and the teacher to work together as co-teachers for support and goal setting.

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Modeling and using best practices allow teachers the opportunity to see the impact that can be made for growth. It also builds trust and confidence in the relationship between mentor and mentee.

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When a coach takes time to prepare for a coaching setting, they are investing in the teacher and showing that they are truly there to help them learn and grow. It opens the door for a better relationship and helps the teacher see that they are important. This will help build a strong working relationship.

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Effective coaching is grounded in strong preparation and a deep understanding of the best instructional practices, content, and student needs. By modeling clear, research-based teaching, coaches show teachers not only what effective instruction looks like, but how to implement it. This approach builds trust, strengthens collaboration, and supports meaningful growth focused on student success.

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By preparing beforehand and creating an agenda, you will stay focused on the needs of the students. Hopefully, you will gain that trust you need to have between you and your mentee to give feedback that the teacher can use to benefit thier students.

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Being prepared is a best practice for instruction for teachers and therefore, the coach should be efficiently prepared for formal coaching to model best practices. By being prepared, they are showing the teacher that they are invested, they care, and they are ready to help the teacher. It shows they are trustworthy, responsible and respectful. It shows the teacher that the teacher can rely on the coach to be a helpful person to help guide them in this time of trying to improve and reflect on their own practices.

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You cannot demonstrate effective coaching if you do not prepare for coaching sessions with teachers. This is because every teacher you talk with will be on a different level of reflection, teach different content to different age groups, and excel and struggle in different areas. If you want the teacher to feel that you understand them and are knowledgeable about their situation, you must prepare a personalized approach and consider their needs.

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When a coach and teacher have intentional focus it will positively impact student outcomes. They can work as a partner WITH the teacher to help plan (and teach) for student success.

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You can´t be an effective coach if you do not prepare ahead of time for the coaching sessions. Planning gives a coach a ¨map¨ to stay on task during sessions and allows the coach to support the teacher most effectively.

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Effective coaches are supportive and focus on student learning, leveraging the teacher's strengths through a partnership that involves coplanning and coteaching. They empower teachers to come up with solutions that will help their students achieve learning targets.

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I think a lot of teachers are "coach resistant" because we have been ingrained to think that a coach is there to critique, criticize, or "fix." However, when a coach approaches a cycle in the right way and with adequate prepping, the coaching can lead to some really beautiful things! Coming from someone who has done numerous coaching cycles as the teacher (and now wanting to move to the academic coaching side), I think allowing the teacher to really help guide the initial conversation will set the tone correctly for effective coaching. Having the teacher think out loud, like we saw in the previous module's video, as they view their student work will lead to organically setting the goals for the coaching cycle. This to me is more impactful for student growth than coaches coming into the cycle with pre-established goals or ideals about what THEY want to accomplish, without truly having the necessary data from students to make those decisions yet.

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The actions coaches take when preparing for coaching shows that they are invested in the process and not simply checking a box. It allows that relationship of trust and respect to grow and will in turn set the tone for the process.

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When a coach prepares effectively it makes the process intentional, focused, and teacher-centered. Taking the time to effectively prepare helps build trust, it ensures relevant feedback, and also helps the coach guide meaningful growth in the teacher.

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When a coach prepares effectively in provides a model for the teachers and ensure the cycle will be successful and continuous. Setting a goal provides a clear target for the teachers to reach and avoids confusion. The teachers know exactly what they are working on. Using learning targets ensure alignment to the standards. Being involved in the planning and teaching helps the teacher feel like they have a partner in the work and helps create a trusting relationship. Overall coming prepared shows this is important to the coach. It shows forward planning and that they took the time to be knowledgeable on the content. It shows the teacher they are willing to put in the work.

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When a coach prepares well, it will guide the formal meeting with the teacher. You will be able to cover all of the bases. This will result in a very productive meeting that will lead to student growth.

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The preparation actions ensure that the support provided is focused on positively improving student outcomes.

Goals keep coaching focused on student achievement. Cycles give the time needed to develop, apply, and evaluate goals. Learning targets create the success criteria to ensure teaching & assessment are focused and deliberate.

Overall, coaching helps us measure impact, improving teacher and student efficacy. So, intention preparation is key, and models what we're asking of teachers.

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When coaches enter with a clear purpose, the conversation stays focused and meaningful rather than reactive or evaluative.

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The things instructional coaches do to prepare before a formal coaching session really matters because it set the tone for the whole conversation. Good preparation helps coaching feel supportive, focused, and actually useful—not unintentional or evaluative. This also helps in making communication easier between the teacher and coach by being in a more comfortable situation and build that engaging relationship.

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When a coach prepares for a formal session it gives respect, trust and a sense of care towards that individual. It models what an effective coach should look like and a bond with the teacher immediately.

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When an effective coach plans they are modeling what an effective teacher does prior to lessons or meetings. They are knowledgeable about what it means to have a plan and the importance of preparation of data, examples, and notes are to the coaching process.

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An effective coach comes prepaired with the knowledge and the understanding of the lesson, so the coach can have meaningful conversations about students. This will be a strong impact on student growth.

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When a coach takes the time to prepare for the coaching activity, it shows their commitment to assisting their mentee. It is much like teaching a lesson or planning. We must have a plan to guide us, or the coaching will fall flat. An effective coach must have driving questions to cause reflection and the coach should be reflective as well.

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An effective coach prepares for a formal coaching conversation by establishing a trusting relationship with the teacher first. This helps the teacher to be open to growth that will come with a coaching conversation. They also prepare by gathering evidence through an observation or collaboration to get an idea of where the teacher would like to see a change in their classroom. I think another important preparation step is to preplan a few reflective questions that will help guide a teacher in their next instructional decisions or move.

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The main goal in any coaching session is student achievement so the coach must prepare for coaching so that they can guide the teacher to teach on a level using a strategy that best fits the students learning so the students will learn affectively. The coach must use learning targets so the students achievement can be measured through assessments.

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They set a goal for the meeting and keep the impact of student learning as the focus. They are prepared with discussion questions to help facilitate learning. There is space for listening and speaking. They are leading teachers to find solutions that will meet the needs instead of telling teachers what they should do.

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They need to prepare ahead of time to make sure they can provide evidence-based strategies, research any troubleshooting that may be needed, and create any needed supporting documents to support the teacher. They may also need to plan questions ahead of time to make sure they are effective in supporting teacher reflection.

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As a coach, you must be organized and understand where the teacher is when the coaching session takes place. I believe that it is important for the coach to have a strong relationship with the teacher and approach the session with positive intent to drive student achievement. A coach is not intended to tell people what to do, but instead, guide them through reflective practices. Yes, a coach should be able to advise on best practices, but it should not be a time to just tell someone what they should be doing. We also need to work with the teacher to identify where students are successful and where we are finding gaps based on student data from the classroom. This will help guide our questions for the teacher, so they can conclude what they need to focus on. We also need to have an understanding of best practices for particular gaps in instruction. This will allow us to lead the teacher to methods they can use to fill these gaps through questioning.

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Some characteristics I think of here would be organized, knowledgeable, goal oriented, and supportive. When coach's are preparing for a coaching cycle, what they do should be all of those characteristics. They need to have a target goal in mind, make an organized plan, have new strategies and effective teaching practices listed, and they are ready to support you. Also, not just you, by doing these things it will trickle down into how are we supporting these students.

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The actions coaches take preparing for a formal meeting makes sure the focus of the meeting is on student learning and how to best support the teacher. It's about collaborating to improve student growth. The students become "our" students and not just 'my' students.

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In my experience, the first action a coach should take is to build trust and rapport with the teachers they will be working with. A coach can be the most knowledgeable educator in the room. However, if they don’t have buy-in from their team, it will be difficult to guide them towards improvement. Once a strong relationship is established, the desired outcome will be more effective. The next most important action would be to establish clear expectations and FOLLOW THROUGH. Coaches can talk about student-centered instruction, aligning with school goals, data-driven PLTs, and so forth. However, if they don’t hold all stakeholders, including themselves, accountable in fulfilling those expectations, the formal coaching sessions will be ineffective.

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Actions coaches take while preparing for coaching in formal settings directly support the characteristics of effective coaching by ensuring the process is intentional, focused, and teacher-centered. When coaches review student data, lesson plans, and instructional goals ahead of time, they are better equipped to facilitate meaningful, evidence-based conversations that focus on improving practice and student outcomes. Preparation also allows coaches to set clear objectives, anticipate teacher needs, and plan purposeful observation and feedback, which builds trust and credibility. By entering coaching sessions with a clear structure and a collaborative mindset, coaches create a supportive environment that encourages reflection, growth, and continuous improvement. This intentional preparation strengthens the coaching relationship and makes the coaching cycle more impactful and sustainable.

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Preparation is the key to effective coaching. Just like if I walk into my classroom unprepared, my students will sniff it out. Preparation gives clear direction and allows both the coach and the teacher/partner to feel like they can tackle the obstacles together, since they are both equipped.

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Preparing with clear goals, student data, and intentional questions helps the coaching stay focused, builds trust, and encourages meaningful the teacher to reflect more deeply and reach some of their own conclusions rather than just giving advice.

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By creating a true partnership with the teacher, coaches work in cycles around a goal.  Together, they use standards-based learning targets, plan with student evidence, co-teach best practices, and decide how to measure impact.  This keeps the focus on improving student learning.

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When a coach takes time to prepare for a coaching cycle, they are demonstrating to the teacher that they are invested in the teaching process and are willing to walk alongside them as a partner, not to "fix" them. When a coach is willing to model best practices, set goals with the teacher, offer constructive feedback and problem solve with them, the overall impact on student learning and achievement with improve.

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A good coach is prepared and knowledgeable about the content they’re observing. They understand how to help students reach the skills outlined in the standards and support the teaching that’s happening in the classroom. The coach helps the teacher with reflection, models strategies, gives timely feedback, and builds a trusting relationship. This creates a space where the teacher and coach can communicate openly and feel supported. A lot of these actions help the teacher feel like you’re truly walking beside them, part of the process, which makes the support feel genuine.

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When a coach reviews the teacher’s or students’ focus area or goal in advance, it helps the coach anticipate student needs and develop intentional questions before meeting with the teacher. These questions guide the teacher in reflecting on student learning and identifying ways to support student growth. Having a clear plan also sets the team up for success by creating a safe and predictable coaching environment, allowing the coach to provide meaningful support while ensuring the teacher maintains ownership of their learning.

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The actions coaches take when preparing for coaching informally matter because coaches can be prepared to respond in the moment. You never know when a moment might come up, and a coach can make the most of it by keeping relationships open and staying present but unobtrusive. A previously built relationship of trust is the most important step in preparing for these informal coaching moments.

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As a coach prepares, they must decide what specific things they are hoping to observe a teacher do (especially when coaching novice/student teachers). Need to be knowledgeable in best practices so as to easily have a "toolkit" you can reference as advice is sought.

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Clearly prepared open-ended, non-judgmental questions will prompt teacher thinking. This supports effective coaching by promoting teacher ownership of reflection and problem-solving, rather than coach-directed advice.

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“How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching?” An effective coach takes the time to review some of the student work and lessons since the last sessions. The coach also prepares by taking time to review notes from the last meeting on highs / lows. The coach should also have made time to observe the teacher in action. Being prepared in advance with knowledge and understanding frees the coach to focus on listening and mirroring back to the teacher. The meeting can feel more collaborative and less like being judged. Both are free and fully focused to see how the student work has been impacted since the last meeting and what should be the next steps.

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When coaches effectively prepare for formal observations, they are able to model best practices. They are letting the teacher know they are important and not just an observation to check off the list. The teacher will feel comfortable to come to the coach for guidance knowing they took the time to prepare. Building that rapport will result in more effective coaching as well as more effective teaching.

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A coaches’ preparation for formal classroom coaching directly enables effective practice by establishing trust, focus, and teacher ownership before the observation begins. By clarifying goals, studying the instructional context, and planning what evidence to collect, coaches ensure feedback is relevant, non-evaluative, and grounded in student learning. Anticipating reflection questions and aligning support to the coaching cycle positions the coach as a thinking partner rather than a problem-solver. Together, these actions create conditions for meaningful reflection, sustained growth, and overall improved instruction.

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When teacher coaches prepare ahead of time, coaching is more focused and helpful. Clear goals, data review, and good questions support trust, reflection, and teacher growth.

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When a coach takes time to prepare for the conversations with a teacher it shows they are invested in the teacher progressing in their craft. To me, it is the same as when a teacher takes time to prepare their lessons for students. It shows your students you care about their success and the outcome of their growth. You are saying the same to a teacher when you prepare for coaching them.

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When a Coach is prepared, they are invested in the teacher and what is best for student needs and learning. Through this preparation, a coach can model for a teacher and will know the right questions to ask. A prepared coach will bring trust, compassion, understanding, and engagement to their visits.

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When a coach prepares for formal coaching-it is vital that they set a clear focus so it doesn't waste what little time a teacher has during the day. It is important to build trust so the relationship becomes a safe place to share thoughts in a meaningful way. Preparing in these ways sets the stage for a relationship that can be positive for teachers and in turn be impactful for students.

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It’s kind of a “practice what you preach” situation. To get buy-in from teachers, coaches need to come prepared and ready. If they show that they’re knowledgeable, aware, patient, and kind, teachers are less likely to resist coaching, which can sometimes be seen in a negative light.

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When coaches take time to get organized and plan ahead, the support they give teachers is way more helpful. Things like setting goals, using student work to guide planning, and teaming up to teach make the coaching more real and connected to what’s actually happening in the classroom.

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When coaches prepare intentionally, they ensure coaching is focused, respectful, data-informed, and teacher-centered. These preparation actions directly support the defining characteristics of effective coaching: trust, clarity of purpose, responsiveness to teacher needs, and meaningful impact on instruction and student learning.

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Formal coaching should be viewed as a partnership to help promote student learning and help support the classroom teacher. Coaches have to help the teacher look at the data to see where students are currently and where they need to get too. We must be inntentional in bridging the gap in student's learning. I think that it is impotant for coaches to build strong relationships and encourage the teachers to get the greatest outcome for the student's benefit.

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When a coach prepares for a coaching session through the lens of "student learning" the whole conversation feels smoother. When we come to the table with student evidence to look through, we are going to establish goals together and a mutual understand and partnership is going to have more growth. A coach that has pre-established goals that are not supported with evidence, a teacher may not get behind that goal. It is important as a coach to be student minded and positive towards the teacher. Co plan the instruction so that the teacher feels valued and understood, not talked down to. Being an effective coach, is to be a coach that seeks to understand and learn from what the students are doing.

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When a coach prepares to support a teacher intentionally, the coach becomes more credible to the teacher. The teacher is able to trust that the support they are receiving is practical, relevant, and targeted to student success.