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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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Organizing coaching through cycles will help teachers develop their skills which will enhance student learning. The coach needs to use standards-based learning targets and use studnet evidence to co-plan instructions. This are all characteristics of effective coaching because they are building trust, mastering coaching strategies, and modeling for the teacher.

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When coaches intentionally prepare for informal coaching by building relationships, listening first, and being responsive to teacher needs, it creates trust and openness. This preparation supports effective coaching by making conversations collaborative, reflective, and focused on growth rather than evaluation.

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Riley Jo, I agree that building that trust is crucial.

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Coaching in a formal setting should be preceded by visiting with the teacher to identify what need is going to be addressed in the coaching cycle. Goals should be established and the standards based learning targets identified. The coach and the teacher should co-plan the instruction. The coach should listen and guide where necessary. All of this preparation sets a foundation for meaningful reflection on the teaching process and the student impact that will follow the lesson. The follow up after the lesson should be in a timely manner so that both the teacher and coach can remember and discuss what went well and what should be done differently. It is of course very important to bring evidence of student learning to the conversation as well.

IF there is not preparation for coaching, there is quite likely little impact.

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The actions coaches take as they prepare for a formal coaching session directly support the core characteristics of effective coaching by ensuring the conversation is intentional, focused, and grounded in evidence.

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Brett Woodworth, you've summed it up beautifully, "intentional, focused, and grounded in evidence."

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When coaches prepare for a formal setting, they already have an idea of what they want to see in the lesson. They have already met with the teacher before the lesson, and the goal is established. This will ensure meaningful reflection when it comes time to meet after the lesson. There will be evidence from the lesson, and student work will be brought to drive the reflection.

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When coaches prepare, they are putting time and effort into what they are going to bring to the meeting. They are wanting to guide the teacher into the self-reflect stage and give ideas on areas to improve. This preparation shows the teacher that the coach is supportive, knowledgeable, and trustworthy.

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When the coach is prepared he or she can be focused during the session and offer well-thought suggestions and comments. By taking time to look over observation data, student work, and standards/learning targets, the coach shows characteristics of effective coaching by being focused on both teacher and student growth.

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Effective coaches prepare for formal coaching by setting clear goals within the coaching cycle and grounding their work in the standards and understanding the needs based upon the standards. The use of students evidence to plan instruction, co-plan instruction, model effective practices through co-teaching, and continuous measuring of the impact on both student and teachers learning. Collaboration with leaders in the school ensures the alignment and support, which strengthens the overall effectiveness of coaching aligning this impact to the school level goals.

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What coaches do in advance directly supports every characteristic of effective coaching: trust, clarity, relevance, and impact on student learning. Effective coaching is not about general performance, but about student outcomes.

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Response to Alicia Michelle Parker: I agree about helping plan and set targets together. This will allow them to come back together during a post visit to determine how what was planned actually impacted student learning and what changes need to be made.

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Coaching takes preparation, they build relationships, share strategies, and model what a successful teacher looks like. Coaches are there to help teachers reflect and ensure that they stay focused on the task at hand, whatever area that may be.

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Coaches have to be careful to not try to "fix" a problem. They need to help the teacher understand that first there is an issue that needs to be addressed. The coach needs to acknowledge both the good that is already being done and then provide areas for growth. Coaches should naturally not be antagonistic, but they do need to try inspire the teacher in whatever manner works for them. We are all different. Some of us respond better with a swift kick in the butt and others need a more gentle approach. Coaches need to be able to differentiate based on who they are trying to help....just like a teacher in the classroom. Coaches must go in with a proper plan and endgame in mind. What do I want the teacher to know and improve on through this conversation?

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The actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching by ensuring the collaboration is goal-oriented, collaborative, a safe place that is built on trust and mutual respect. Preparation should be aligned to goals and standards, and focused on improving teacher effectiveness and student outcomes. Planning should also include new takeaways for the teacher and modeling for the teacher. These actions can all support the characteristics of effective coaching.

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A coach must prepare for formal settings in order for the teacher to come away with ideas on how to improve their teaching. Coaches can also help teachers realize what they are doing right. Most of the time this cannot be done during the meeting. The coach must have an idea on how to help lead the teacher to accomplish his or her goal.

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A major attribute for effective coaching is knowledge and credibility. Having an understanding of the student learning objectives and building level or district-wide goals provides the springboard for teacher self reflection.

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Reply to Sabrina Ketter: I agree that if a coach is prepared he or she can focus on what is being said during the session, not coming up with ideas.

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Being organized and having things ready when meeting for a coaching session will help you be able to have better communication and be intentional with your conversations.

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Lesley Wiederspan, I agree that preparation is very important when it comes to communicating.

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Coaching in a formal setting should always precede the informal coaching that has built a relationship between coach and teacher in order to facilitate the attributes of an effective coach. The coach should be knowledgeable, open to ideas from the teacher, and positive in their responses without criticism. The goals established at the beginning of the partnership will evolve as the coach and the teacher begin to work collaboratively. Not all goals are evident within the initial meetings. As the relationship builds, the goals are developed and refined. The movement of the teacher along the continuum can only take place as the relationship builds between the coach and teacher.

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The actions that coaches take as they prepare for a formal setting should be purposeful. The goal isn't to "grade" the teacher, it is to help the teacher improve themselves for student learning by helping the teacher grow. The coach should be focused on fostering a positive, trusting environment where the teacher is able to reflect and grow. The coach should offer constructive criticism as well as positive. You do have to address areas of needed growth while promoting strengths. Coaches should also be willing to model or help with data.

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When they do things like review data, instructional goals, and lesson plans before meeting with the coachee, it makes them better prepared to ask questions that promote deep reflection.

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The actions that coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching because the learning for both coach and coachee is cyclical and planning formally requires continual planning through "cycles." Goals are set for formal planning, in the same way that effective coaching is focused, preparing for formal coaching needs a focus, also. Effective coaching is measured by student learning and planning for formal coaching is measured by impact of coach for student and teacher learning.

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Coaching requires goals and student data. An effective coach works with the mentee to create a set, actionable, and measurable goal. Then guides, as needed, the mentee in analyzing if the goal was met or what areas are missing or need support. This analysis can only happen through looking at student work samples and determining if the students achieved the desired goal.

This is effective coaching as it guides the mentee into establishing their own goal-setting and analysis of students' work samples to see if their goal was met. That's the goal of coaching: to improve a teacher's method and process so that it becomes ingrained. Then that teacher can model for others.

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The actions coaches take to prepare for coaching in a formal setting is important because it brings organization and set goals for the session. It helps to build partnerships with teachers to work collaboratively to measure the impact on student learning and to bring those back to the classroom. Without clear goals and expectations brought to a formal session then the session would have no structure to help in driving success for the teacher and their practices.

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Q1. Effective coaching preparation in formal settings is supporting effective coaching in several ways. A trusting relationship needs to be built so they can collaborate well together. They need to understand and trust that it is all about the student learning. Then using the prepared notes from the lesson can lead to good reflections and student growth.

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The way a coach prepares for a formal coaching can influence the outcome for both the teacher and the student. For the coach to truly succeed the coach needs the support of the building and the teacher involved. The mentee needs to understand that this is cycle based and not a one time observation. That through this cycle that both the mentee and mentor will discuss setting goals where the mentee is at and continue as they grow. That through this process the standards during those observations and student interaction, and assessment will be utilized to review the goals success as well as to create a new goal to reach. Through this cycle the teacher should not feel a like they are alone. The end process to this cycle is an increase in student learning and student success. When planned and incorporated the teacher can feel like a learner reaching new growth and success constantly.

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Coaches should be organized and intentional as they prepare for coaching in a formal setting. This includes reviewing student work, developing meaningful questions, and considering specific feedback that will encourage teachers to reflect and grow. Preparation is key to effective coaching because it allows teachers to improve their practice in ways that directly improve student learning.

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Preparation for coaching in a formal setting starts with building relationships, establishing trust, and setting clear objectives. This helps to foster productive formal coaching settings in which all participants can collaborate, enrich, remediate and reflect on teaching. All of which greatly benefits the student.

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They support the characteristics of effective coaching because it a co-plan. The coach helps the teacher set a goal that will focus on student achievement. Together they will create a plan and work together to reach that goal. The coach is there as a guide but they work together to improve student achievement.

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When coaches prepare for formal coaching, they review data, plan purposeful questions, and clarify goals, which helps build trust and focus the conversation. These actions ensure coaching is intentional, reflective, and aligned to teacher needs, supporting the key characteristics of effective coaching.

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Response to Bo Lee:

I think you said it perfectly. Before anything else takes place, building a relationship and establishing trust must happen to actually have effective coaching skills.

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It is like a teacher lesson planning before teaching the lesson. If the coach enters with readiness to promote teacher and student growth, that is most likely to be the result and effective coaching is achieved. If the coach, comes in with little awareness of the process and product of the teacher's lesson, then responses and feedback will be sporadic and meaningless.

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The actions coaches take support the characteristics of effective coaching because it embodies trust, clarity, relevance, reflection, and an impact on student learning. It is a cycle that is evidence-based and student-centered while being focused and aligned to specific learning targets.

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Building trust, clear communication, reflective conversations, and collaboration are all key elements of effective coaching. When coaches prepare by looking at the data, setting clear goals, and planning questions they are able to be more supportive of teachers.

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The actions coaches take when preparing for coaching in formal settings effect their actual coaching because they are modeling the behavior they expect. Coaches should be looking at data/evidence, providing strategies, developing a strong relationship, and providing both positive and constructive feedback- all of the things expected from a teacher.

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Each of these actions for preparing to coach in formal settings is important, but I think setting goals might be the most important of them all. A goal-oriented coach is effective because she/he knows exactly where they are heading, and the coach can guide conversations with teachers based on those goals. It is equally as important for a coach to communicate those goals with the teacher so that they are both working in the same direction and so that the teacher has a clear criteria of success.

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The actions coaches take as they prepare is what will make the coaching effective. By researching the standards and finding strategies that are successful will make them knowledgeable. By building relationships before hand will build the trust and open the lines of communications.

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Amarria, I agree it is like lesson planning. It is what will make it successful.

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Q1: Effective coaches take actions such as preparing ahead of time. They consider setting goals for the teacher and students and use standard based learning. Effective coaches are good listeners and build a healthy relationship with the student teacher. They give positive feedback and also feedback with suggestions for improvement. Effective coaches teach teachers how to use student work evidence to co-plan instruction with the teacher. Several classroom visits and reflections are made with the classroom teacher to reflect on the teacher's growth, the students' growth, and needs for changes.

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It mirrors the process that a teacher should undertake when planning the student lessons. What is the need - standard and student based. The intent of the the coaching is to assist the teacher with becoming or remaining focused on the students' needs to promote high achievement. Clear directions and next steps are outlined.

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Some of the characteristics of effective coaching include being a great communicator, knowledgeable, collaborative, supportive, and approachable. These characteristics go hand in hand with the steps of preparing to coach. As a coach, you must be aware, know what actions to take, and refine and reflect what it takes to be an effective coach.

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The actions that coaches take as they prepare for a formal coaching session are imperative in getting the desired outcome. The coach needs to be knowledgeable requiring preparation before meeting. The questions need to be intentional to bring about reflection and next steps and of course using the data to help guide next steps.

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As with most things preparation is key. When a coach is prepared, they are more likely to be a trusted source for helping the teacher. The coach must be able to navigate through whatever stage the teacher is in.

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The actions a coach takes during the preparation phase are foundational. These actions directly build the trust, clarity, and partnership required for coaching to be effective.

Establishing Partnership: The coach meets with the teacher to define roles and emphasize the process is non-evaluative. The coach will provide a clear framework of how the cycle will work. Effective coaching is built on trust. By clarifying early that the coach is a "partner" rather than a supervisor, the coach reduces teacher anxiety. This allows the teacher to be vulnerable and honest about classroom challenges, which is essential for genuine growth.

Identifying Student-Centered Goals: The coach will prepare by reviewing classroom data alongside the teacher to identify a specific goal. Effective coaching must be goal oriented and data driven.

Co-planning: The coach will work alongside the teacher to plan the upcoming lessons. The coach may suggest strategies and decide whether to co-teach or model.

A dedicated reflection phase is essential for assessing the dual impact of the coaching cycle: its measurable effect on student achievement and its influence on the teacher’s professional practice.

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Response to Tricia Dykes:

I agree that they are a team. The coach is working alongside the teacher to set a goal, create a plan and guide the teacher to stay student centered and goal oriented. The teacher must come into agreement with the coach in order for the process to work. Therefore a relationship must be established.

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By preparing to do coaching in a formal setting, the coach is being intentional with the goals and making it structured. Student evidence is consistently on the forefront of planning. These things ensure that the coaching will be successful and will be focused on student impact.

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The actions coaches take in preparation for formal sessions give them a pathway to help guide teachers in the most effective way possible. In being prepared, focus can be on strategies to help the teacher as well as make informed decisions for student growth plans. The reflection stage will be more productive and meaninful

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Response to Amanda Puryear:

I like your phrase "purposeful questions." Planning and preparation ahead of time gives that clear goal and makes the meeting worthwhile. Without preparing with those intentional, goal oriented plans and questions, the coaching sessions are less productive which in turn effects student growth.

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The actions coaches take as they prepare for coaching in a formal setting support effective coaching will help teachers move their students to the next level and help the teacher develop trust, making sure the conversation is intentional and focused, and using student work as evidence.