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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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Coaching conversations promote teacher reflection by creating structured opportunities for teachers to think deeply about their instruction and its impact on student learning.

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Formal and informal coaching can significantly improve student learning because when we are reflecting, and receiving support and feedback from coaches, we are able to strengthen instructional practices across classrooms.

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1. In both the informal and formal video that we watched you see the coach refer back to the conversations that they heard during the task and the important of the teacher reflecting on the student work. The coach was able to ask the teacher how they believe the lesson went, how they believe the students did on their task, and then gave the teacher a task to have more student lead task. The coach was very positive during both conversations which allows the teacher to feel more comfortable in discussing their strengths/weaknesses.

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2. An formal/informal coaching would impact student learning on my campus in a very open and positive way. I would love the opportunity to go in and observe multiple of teachers on their day to day lessons. I think that the who "what if" aspect would open up teachers to new ideas of how they could add on to their task or to make it more student led to engage students. I think that the positive conversations like the ones heard on both videos would have an impact on how teachers feel about themselves as a professional, which would lead to feeling more comfortable having those conversations and sharing with each other, which ultimately leads to better teaching practices that effects the students positively.

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Coaching conversations are most effective when they are grounded in student evidence; this is the one that resonates most with me. Whenever we can put student work or student data on the table, the conversation remains anchored in learning rather than in opinions or personalities. It also keeps the focus on what students are demonstrating they can do now and what they need next, which makes coaching feel more purposeful for teachers.

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Good coaching conversations can lead to teacher reflection in a variety on classroom components. Teachers can focus on the environment, instruction, assessment, or any other aspect of teaching and learning. It gives the teacher a time to get out of the trench and really evaluate themselves in "the how" they are teaching.

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Using both formal and informal coaching strengthens student learning by creating a continuous cycle of improvement. Formal coaching establishes a shared goal and a way to measure growth. Informal coaching reinforces that work throughout the week by supporting reflection, modeling, and problem-solving as needs arise. The combination builds collective efficacy on campus because teachers see that changes in instruction actually result in improvements in student performance. Students ultimately benefit from more aligned, more responsive, and more intentional instruction.

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The conversations we have with our teachers can open up their minds and help them see things they might not have noticed. When you are up teaching a lesson and caught up in all of the things, it is hard to remember every little detail. If we are very intentional about reflection, it can help them become a better reflector.

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Formal and informal coaching impacts student learning in a variety of ways. We have smart goals for our department and school. Those goals are based on measurable checkpoints. Having coaching opportunities allows us to evaluate where we are at and prepare a plan of how we want our students to grow to the next checkpoint. Coaching lends itself to a certain level of accountability, but we also want each other to be successful because we are all on the same team. These opportunities impact student learning because it is intentional and our actions have purpose. Based on student results of our plan, we can develop strategies to target those who need assistance and expand learning opportunities for those who are successful.

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Coaching Conversations promote teacher reflection through analyzing whether the students learned what they were supposed to. Since the conversation should revolve around student work, the evidence of learning, the conversation should reflect whether the teaching strategies being used are working or not.

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I think formal/informal coaching is very important in our classrooms. It can help us be held accountable for our students learning throughout the building. If we all have the same goal in mind, our students benefit greatly.

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How do coaching conversations promote teacher reflection?

Coaching conversations promote teacher reflection by creating a safe space for open dialogue, guiding educators through critical questioning, and encouraging goal setting. Coaches provide constructive feedback, helping teachers assess their practices and identify areas for growth. This collaborative environment fosters deeper self-awareness and insights, ultimately enhancing instructional effectiveness.

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Continuous coaching is important! It encourages the refinement of teaching strategies to ensure that all students are learning at high levels. Whether the conversation is a quick informal session or a formal session, students are impacted when teachers are improving their practice. Since all conversations should be driven using student work, the conversations, whether formal or informal are centered around a student need which directly ties to positive student growth.

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

Formal coaching can introduce new teaching practices, leading to improved student engagement and achievement through the implementation of research-based strategies. Informal coaching, such as peer discussions and observations, encourages immediate practical adjustments in teaching. Together, both approaches foster a culture of continuous learning among educators, directly benefiting student learning outcomes.

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Q1: I think the coaching conversation give the teacher the chance to have purposeful dialogue with someone who is as interested as they are in perfecting their craft and seeing the product in student work. It's a very reflective, safe conversation where you can see what instructional practices you are trying and how they culminate in student success.

Q2: I think the informal is nice because it is a quick and easy way to touch base and give immediate suggestions or hear thoughts, but the formal is a great way to really make the teacher dive deep with very guided thoughts on looking at their practice and how that is being reflected in the student work. It is not a I got you - it is a how are the students responded to what you are teaching.

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Coaching conversations help teachers reflect by giving them a safe space to talk honestly about their instruction and how they felt their instruction went. Instead of being told what to fix, teachers are guided with thoughtful questions that help them think about what worked, what didn’t, and how students responded. Talking through lessons, student work, or classroom moments allows teachers to see their practice more clearly. These conversations feel supportive rather than evaluative, which makes teachers more open to self-reflection and growth. Over time, coaching helps reflection become a natural part of teaching, not just something done after an observation.

Formal and informal coaching can positively impact student learning by improving the quality of instruction across the campus. Formal coaching gives teachers focused support through planned observations, goal setting, and feedback that aligns with school goals. Informal coaching happens in everyday moments. For Example: Quick conversations or modeling a strategy, which makes support feel more immediate and relevant. When teachers feel supported and confident in their instructional choices, they are better able to meet students’ needs. This leads to stronger lessons, more intentional teaching, and better learning outcomes for students.

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Coaching conversations act as a mirror: using student data to focus on the why and how. It emphasizes student impact by looking at the data rather than just how a teacher might have felt about the lesson.

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Coaching conversations using questioning techniques such as the question in the video, "How do you think a student who didn't catch your expectations during your modeling would understand the task?" lends itself to natural reflection by the teacher and causes him/her to think about how he/she will address the needs of those students.

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Coaching conversations help teachers think about what is working, what is not working, and how they can improve their teaching.

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Formal coaching helps teachers make real changes in their teaching. Informal helps teachers fix problems right away. Both can help students learn more because instruction improves.

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Whether formal or informal, good coaching will lend itself to teacher reflection and provoke thought on how to improve teaching strategies that will heighten student engagement, invoke thinking, and improve overall, individual learning.

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It would cause us to focus on a more student centered learning environment where the students do the heavy lifting. It would help us to ensure we are aligning to standards yet also have a relational component of a coach who encourages and challenges teachers creating a culture where we are always seeking to improve our lessons for student impact.

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Coaching conversations promote teacher reflection just like in the classroom, you ask your students questions to get them thinking instead of just giving the answer to them. Effective coaches lead teachers to reflect by asking them important questions that they might not take the time to think about on their own.

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Q1 Coaching conversations promote teacher reflection by helping teachers think about their own practice in a supportive way. Coaches ask open-ended questions, listen carefully, and focus on evidence from the classroom. This helps teachers recognize what is working, what needs improvement, and why. Because teachers generate their own insights, they take greater ownership of their growth and make more intentional changes to instruction.

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Q2 Formal and informal coaching improve student learning by helping teachers strengthen their instruction. Coaching supports reflection, builds confidence, and encourages effective teaching strategies. When teachers grow, lessons become more engaging and responsive to student needs, leading to better student outcomes.

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Coaching conversations promote teacher reflection by using guided questions, evidence from practice, and focused dialogue to help teachers analyze their instruction. Through this process, teachers examine what worked, what didn’t, and why, which leads to intentional adjustments that strengthen future instruction.

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Coaching conversations allow us to be honest with ourselves and our lesson. Did the students understand, learn, and apply our concepts presented in today's lesson? Rather than did they check all of the boxes for today? Over time these conversations will lead us deeper into the content with the students getting their buy in to the content.

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Coaching conversations promote teacher reflection with leading, probing questions that are based on student evidence.

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Both formal and informal coaching will impact student learning on campus because it allows teachers to reflect and receive feedback and support from coaches. Formal coaching is important but informal coaching can be valuable too because it's more timely.

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Coaching of any kind would be a game changer on my campus. I feel like it would have a major impact on student learning. We have no type of formal or informal coaching happening at the present time.

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Coaching conversations bring awareness and reflection of the teacher's instruction and the student 's learning. Teachers are able to dig deeper when viewing work samples and the door is open to receive suggestions, support, and modeling from the coach.

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The coaching conversations creates an opportunity for the teacher to stop and really thing. The coach can bring up examples in the classroom of things they noticed (positive or negative) and give the teachers the opportunity to really see like "WOW, They did do well at that", or "Ok, I guess I am doing something right", or even the occasional, "Okay, yeah, I can see how that didn't go so well but I think that if I did x-y-z then I would see better results." ULTIMATELY, what I saw from the video, it's a great way to give teachers the "pat-on-the-back" that we never seem to get and really build up our confidence. For me, it's reminded me of "MY WHY".

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Formal and informal coaching directly improves student learning by strengthening teacher practice. Through regular feedback, modeling, and collaborative planning, teachers develop clearer learning objectives, stronger instructional strategies, and more consistent use of assessments. As teachers grow, instruction becomes more focused and effective, resulting in increased student engagement, reduced misconceptions, and higher levels of mastery across the campus.

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Coaching conversations promote teacher reflection by prompting us to look back on our strategies to receive and give honest feedback and answers regarding why we do what we do as teachers. What was the goal? What was the intended results? How did it impact our students? Taking time to do this is a sacrifice but it is worth it.

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Coaching conversations promote teacher reflection by bringing in a brand new set of ears and eyes that can pinpoint things within our classrooms and lessons that we may be blind to. It provides an opportunity to highlight our strengths and suggestions to improve our weaknesses to better help and instruct our students. The coach never gave a directive, only suggestions, which promoted the collaboration between the two, and the buy in was undeniable.

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Formal coaching is a great thing around our campus, we have started with a few teachers that have been through this program with our newer teachers. The newer teachers have a valuable support system that is more than just admin to help support, get them into thinking of why lessons went well or what could have been better, and having another set of eyes helping them catch the students that could be in need of support. Also, formal coaching helps with the "teacher soft skills" that you are developing when you are overwhelmed with learning content, student needs, and everything else that goes into teaching. Formal coaching helps avoid the teacher burnout and produces high quality teachers to serve our students.

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Questions force us to reflect on our teaching? "What was your goal in this lesson?" "Why did you do this this way?" "Did you get the results you wanted?" "How could you do it different/improve next time?" These questions make us reflect on our teaching and cause us to change our mindset/strategy without telling us what to do and how to do it. We come up with our own solutions/answers which is much more powerful than being told what to do in our classrooms and how to do it.

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They both ultimately lead to better teaching which can only benefit students further. It gives the opportunity to really reflect on how the students performed and how it can be better FOR THE STUDENTS. And honestly, when I hear good feedback about a lesson/my students, I receive and immediate confident boost and I'm excited to continue to work to make ALL of my lessons just as great or better FOR MY STUDENTS.

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Informal coaching is more about quick reflection, encouragement, and building relationship and trust with the person you're mentoring. That relationship and trust can then have a huge impact on the formal coaching process. The formal coaching is where the needle moves student learning. If the only conversations you have with your mentee is in a formal coaching setting, there will be less trust and vulnerability from the mentee and less openness to change.

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The feedback I receive from coaching will give me the opportunity to hear what an outside observer perceives as the strengths and weakness of my teaching approach. If the conversations are student-impact centered then my future lessons are more likely to be student-impact centered.

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On my campus, formal and informal coaching has the ability to significantly impact student learning by refining goals set forth by the groups or our school, tightening up instruction and supporting students learning. As teachers are buying into the coaching process, student success will be evident. They are working together on a common goal and that is academic success. Coaching will serve as that support that is needed to move students academically.

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To observe a teacher is one thing, but the after-lesson coaching session allows for a good coach to help the teacher grow by not just pointing out the "bad", but highlighting the good. Also, I think it shows the teacher that you are not "out to get them", but "out to help them" and their students, because a coaching conversation that does not address student learning, engagement, and impact is not helping to grow students.

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Coaching conversations promote teacher reflecton by connecting teacher actions to student learning. It helps teachers analyze the student responses and think about how they got the students to arrive at their response. These converstions help teachers discover what happened in the lesson and decide what the next steps should be.

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1. Coaching conversations promote teacher reflection by creating intentional, structured opportunities for teachers to think deeply about their instructional decisions and the resulting impact on student learning.

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Coaching conversations promote teacher reflection by keeping student growth at the heart of the conversation. Always asking about what the student impact was and what they liked or did not like about that. It gives the teacher the time to look at their practice and really see why they felt it was beneficial to the students or perhaps ways that they know can improve by analyzing the data and talking it through. It empowers the teachers to make the connection between teaching and the students engagement and understanding.

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Formal and informal coaching directly impacts student learning because it should always be student-centered. The focus should always be student growth and success.

"If, then, so." If the students need..., then the teacher needs..., so...

So in turn, best practices should be the topic of discussion, highlighting the positives, strengthening instructional material and delivery so that it is receptive to the students, and the coachees can walk away with better instructional strategies, tools and resources for future teaching and learning.

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2. Together, formal and informal coaching strengthen instructional consistency, increase teacher effectiveness, and ensure that instructional decisions are driven by evidence of student learning—resulting in higher engagement, deeper understanding, and improved outcomes for all students on the campus.

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It seems to not only promote it, but when done correctly, it insists on it. The questions and reflections seem to be so much of the point of coaching. It allows two people to get together and ask the questions that we often would not ask on our own. It is easy to move from today's lesson and get on with tomorrow's lesson. Coaching allows the reflection to be built in.

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Coaching conversations promote teacher reflection by prompting evidence‑based thinking, clarifying goals, and creating a safe space to examine practice and outcomes.

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Coaching conversations create intentional, supportive space for teachers to think deeply their instruction and reflection.

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Coaching conversations, both formal and informal, force us to reflect on our methods and impact.

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They improve instructional practices, adjust instruction, increase consistency, confidence, and efficacy.

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The goal of coaching is to support teachers with improving their practice, which directly impacts student achievement. Coaches guide the mentee to reflect on how the lesson was presented, how students were responding, and the next steps to take.

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Both formal and informal coaching should be focused on the outcome. Of course, no one wants to solely focus on outcome, but if that does not occur, on what are we basing our coaching? The person being coached does not need to learn the coaches' way of doing things, they need to learn best practices that lead to better student outcomes.

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Formal and informal coaching increase instructional consistency and teacher skill, which leads to stronger, more predictable student learning gains. Formal coaching produces measurable improvements by aligning teacher practice to evidence-based strategies and tracking student progress.
Informal coaching accelerates daily adjustments, reinforces culture of continuous improvement, and boosts teacher confidence together both increase student engagement, reduce instructional gaps, and raise achievement.

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Formal and informal coaching can have a tremendous impact on any campus. Constant reflection on our impact in the classroom promotes growth in our craft. Informal hallway discussions between classes can even help a teacher to tweak a lesson that maybe could be improved that day in another class hour. It helps us feel less alone during the day. I feel that rehashing a lesson out loud with another teacher and discussing what went well and needed improvements has always helped me reflect deeper and given me motivation to adjust and improve instruction.

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Communication is one thing, but conversation is so important in helping to impact student achievement. We as schools always communicate what is wrong, but our informal/formal coaching conversations should revolve around finding the root causes of our school issues. I am really liking the informal coaching because it seems more like concerned teachers discussing student achievement in a more relaxed atmosphere.

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Informal and formal coaching could greatly impact student learning on my campus by boosting student learning. We have building-wide goals set and by using both informal and formal coaching will help refine teacher skills, provide support, and increase student engagement. I feel that the informal/formal coaching would help build confidence and create a supportive environment.

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Increasing coaching opportunities on our campus would increase equity in making sure that all students were getting the best instruction possible. Effective coaching would increase teacher confidence and collective efficacy which is tied to increased student performance.

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We have many new teachers in our building. Currently, formal and informal coaching will help them slide into the conscious stage of reflection. Coaching sessions are focused on student data with emphasis on the cause-and-effect relationship between instruction, student work, and assessments.

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Q1: Coaching conversations (both formal and informal) create an opportunity for reflection that teachers often don't have time for in their day-to-day work. Strategic questioning prompts teachers to examine decisions they have made and consider alternatives when necessary. Coaching conversations allow teachers to slow down, replay moments in class, and analyze them, which builds the habit of reflective practice.

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Coaching conversations promotes teacher reflection because it allows the teacher to take ownership of their own learning. Throughout these conversations, they will feel comfortable enough to express their thoughts. With feedback from the coaches, the teachers are able to make necessary changes or add in that will benefit their lesson.

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Coaching conversations encourage teacher reflection by prompting educators to examine their instructional decisions and consider how those choices affect student learning.

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1. Coaching conversations provide teachers a guide to their reflection. Often times we think we have "taught" something but the students haven't learned what we taught. In the trenches this can be frustrating and we need help to bridge the gap. These conversations help us find the holes in our instruction and improve our outcomes.

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I believe coaching conversations promote teacher reflection in many ways. Conversations cause us to slow down and think as we answer questions and respond to comments of the conversation. These conversations open doors to things we know or feel, but have not essentially realized. This thinking can lead us into the awakening of our strengths and well as where we were weaker causing us to dig deeper into what can and should be done to make deeper connections with our students and in their learning outcomes. Many times these conversations can lead the teacher into a deeper self discovery and strengthen them as they are based on the evidence of the lesson and opportunity for growth and strengthening.

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Formal and informal coaching supports student learning by helping teachers strengthen instruction through feedback, modeling, and reflection, leading to more responsive teaching and improved student outcomes. Students and teachers would grow and we all win!

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coaching conversations allows the teacher to focus their thoughts on a specific area/topic/piece instead of all over the place.

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Coaching conversations ensure that the meeting is on task, goal oriented, solution minded, and student focused.

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Having both formal and informal coaching sessions help mentee's fill the holes in the pedagogy. It helps us see our blind spots and improve. Because one of the best ways to learn a skill is to teach the skill, Coach's also improve as a result of this practice. Mentee's that improve become Coaches. Then Coaches become better teachers and then better Coaches.

It is one of those "a rising tide raises all ships" kind of paradigms.

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On my campus, having these intentional conversations would create a space for collaborative learning and can help with accountability. The rigor in classrooms can grow, it can be teacher led and designed, and there would be clear improvements in student achievement.

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Formal or informal coaching can impact student learning by giving data-driven results which aligns with the campus goals. Informal coaching allows changes to be made at that moment. You have time to adjust things based on observations or anecdotal notes. Formal coaching gives new teaching practices and ideas to keep students engaged. Together both have a shared focus on student outcomes.

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formal/informal coaching gives glos and grows for the teacher, allows the teacher reflection areas for what worked or didn't work with the students.

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Q 1-Coaching conversations serve as a steering wheel to guide teachers into self-reflection. Using the language to steer them into reflection is key in getting them to reflect.

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Formal and informal coaching could impact student learning on my campus by causing a deeper reflection of the teacher in their thought, ideas, and abilities. these conversations open many doors to the needs of the students and what can be done to meet these needs. These sessions can and should be encouraging and complimentary for the things done right, but should also be gentle in corrective criticism to grow and build stronger teacher and learning environments to maximize learning. My campus, as any campus, would be impacted by growth and reflection to better serve the teacher and the students by these formal/informal conversations.

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On my campus (with my grade level) we need more formal coaching in clusters where we discuss student achievement. I would love to bring this format together at the forefront of our work.

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Q2: Both formal and informal coaching could improve student outcomes on my campus.

Informal coaching gives immediate and responsive support, which could have the teacher quickly altering what/how they are teaching something to improve for later classes on the same day. Informal coaching normalizes asking for help and trying new things, which creates classrooms where teachers are visibly learning and modeling growth mindset for their students. Informal interactions develop trust, which makes formal coaching more effective.

Formal coaching leads to continuous improvements in teaching practices. Regular coaching cycles create measurable changes in the classroom, which directly translate to better student engagement and learning. Formal coaching can address specific instructional gaps based on analysis of student work, which leads to adjustments in teaching based on student needs and gaps.

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Q1 Coaching conversations promote teacher reflection by analyzing how specific strategies impact student learning. Coaching conversations are effective because there is little room for bias because the conversation is rooted in analyzing student work samples. It allows the teacher to see which samples might be close, mastered or below what the intent of the lesson goal. Hopefully through the process teachers can change to strategies that are effective for student growth and impact.

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Coaching conversations create opportunities for thinking new thoughts about a situation. We are not all on the same page all of the time. Experience, backgrounds, and personalities are different. With the right questions, someone could see things in a different light allowing them to make changes they didn't see needed before.

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Coaching conversations promote teacher reflection by giving the teacher other ways to look at things and different perspectives. They help to dive deeper into their own thinking.

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Q2 I think the the process of formal/informal coaching could have a positive impact on student learning on campus. Working collaboratively as a team to address student learning gaps is easier when we work as a team to help them grow. I think the process and analyzing student work for a given standard is effective and determining the impact of the lesson.

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It would have a great impact. There is very little to no formal coaching here. There is more informal coaching. I think that it would deepen others' thinking. You have to be open to it as well. I know there are a lot that are not.

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Formal and informal coaching will improve student learning because teachers would be given structure and strategies to strengthen their craft. When conversations happen around student learning, relationships are built and new thoughts are had. Students improve as the teacher improves.

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Formal and informal coaching conversations promote teacher reflection because it gives the teacher the opportunity to discuss and reflect on the lesson they just taught. We can reflect by our self everyday, but sometimes we need that support and feedback from a coach. The coach is sometimes able to help us bring the big picture more into focus by guiding our reflexion to an area we may not have thought about on our own. We need this more than we realize.

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Formal and informal coaching impacts student learning on my campus by giving teachers someone to reflect and bounce ideas off of. I think on my campus there is a lot of informal coaching among colleagues. We may informal coach in the hallway, at lunch, and sometimes in PLC. Formal coaching is done a little less often, but is so needed. A new set of eyes is always needed in the classroom. That person helps you see things about your lesson that you might have missed. These type of coaching help us improve as teachers and in return it helps improve our students.

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Purposeful questioning in coaching supports deep teacher reflection by offering a fresh perspective and prompting teachers to think beyond their usual way of seeing their practice. Coaches often notice things teachers may overlook, and targeted questions encourage immediate reflection, discussion, and clarity of thinking. Through this process, teachers learn how to ask themselves meaningful reflective questions examining what worked, what didn’t, and what they would change while continually improving instruction, strengthening student understanding, and growing professionally in a field that values ongoing learning and development.

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Instructional coaching strengthens teacher practice by promoting intentional planning, consistent use of learning intentions and success criteria, and reflective refinement of instructional strategies. As teachers build confidence and improve their practice, students benefit from higher-quality lessons, more effective questioning, and more engaging learning experiences, creating a culture of continuous improvement that positively impacts student learning.

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Q1: Coaches conversations promote teacher reflection by providing the teacher guidance and an opportunity focus their thinking and reflect. It provides support and the opportunity to feel heard and provide clarity and understanding in a conducive environment. Most importantly it helps the teacher move forward to evaluate their own practices and move toward student success.

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Q2: Formal and Informal coaching would have a hugely positive impact on student learning at my campus because they would increase fidelity in the classroom as well as the strength of department teams by making access to the same quality of instruction equitable across the campus. Not to mention improving the rate at which student needs might be met. when collaborating with a coach it offers the opportunity for teachers to focus the needs of their classroom and create a plan not only for student growth but growth of the teacher as well. When are teachers grow, so to will our students.

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Coaching conversations lead teachers to reflect about their practice, their decisions, and their impact on student learning. Rather than telling them what to do - effective coaching helps them discover insights themselves.

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Coaching conversations promote teacher reflection by creating a supportive space for teachers to think about their instructional choices, analyze student evidence, and consider adjustments that can improve student learning.

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Formal and informal coaching can impact student learning by helping teachers refine instructional practices, respond more effectively to student needs, and consistently improve teaching based on reflection and feedback.

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Q2: Formal and informal coaching can have a great impact on student learning in my campus because it strengthens instruction. When used together, both types of coaching create a culture of continuous improvement and shared responsibility for student success.

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Coaching conversations promote teacher reflection by holding up a friendly mirror to instructional practice in light of student work (evidence) and inviting a collaborative examination of that practice on student learning.

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Formal/informal coaching might impact student learning on my campus by encouraging broader thinking about methods and deeper understanding of actual student needs, as well as creating a safe environment to examine both the positive and negative impacts we have in the classroom. Good coaching can develop a culture of reflection that leads to a continual cycle of refinement.

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Coaching conversations help teachers reflect by using clear evidence and simple questions to think about what worked, what didn’t, and how instruction affected students.

Formal and informal coaching improve student learning by helping teachers strengthen instruction, increase engagement, and make small changes that lead to better results in the classroom.

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Coaching conversations give teachers a safe space to have an open and honest time of reflection. They promote this reflection by providing structured, supportive dialogue that helps teachers examine their practice, connect it to student learning, and make intentional improvement over time.

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When formal and informal coaching are present in schools, students benefit through more engaging lessons, stronger academic support, consistent instructional expecations, improved teacher-student interactions, and higher achievement and motivation.