# data[].attributes.body
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.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by providing intentional opportunities for teachers to think about their practice on a deeper level. It shifts their focus back to student learning and what outcomes they have seen so far in their instruction.

# data[].attributes.body
Q2: Formal/informal coaching can impact the student learning at my campus by fostering a culture of reflection and growth mindset in both teachers and students. If we are all striving for the same goal of student learning, it will naturally strengthen the teaching and data-driven instruction which pushes everyone to the ultimate goal.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection because it gives them the opportunity to deepen their thinking. It challenges them to focus on the goal of student learning and what strategies did, and did not work so they can make a new plan of action for future instruction.

# data[].attributes.body
Q2: Informal coaching can strengthen a professional relationship between a coach and teacher. This can ensure that a coach and teacher are able to work together respectfully to strengthen instruction that will directly benefit student learning. Formal coaching promotes purposeful reflection of teaching outcomes and student data to identify effective teaching practices, which in turn strengthen teacher confidence.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by providing an opportunity for a teacher to get timely, accurate feedback regarding what is happening in the classroom. Coaching helps teachers get past focusing on the "self" part of teaching and, instead, get back to what the students actually learned.

# data[].attributes.body
Q1. Effective coaches encourage teachers to reflect on their teaching and student learning. Effective coaches ask the right questions to promote teacher reflection.

Q2. Formal and Informal coaching impact student learning because it promotes conversations that encourage teachers to to reflect on student learning. It encourages the teacher to think about things that worked well and things that need to be improved in order for students to be successful.

# data[].attributes.body
Q1: Coaching conversations allow the teacher to put their mindset in a student focused outcome thinking instead of where did I go wrong in the lesson it turns into my students did get this quite yet what is our next plan of action. It is also great to have another view point of your lesson from the coach to help strengthen us as teachers.

# data[].attributes.body
Q2: Both formal and informal coaching would impact student learning on my campus because it would help improve the culture of our school. Coaching allows teachers to feel more supported, and I believe this teamwork mentality would be beneficial in my district. I am in a smaller school without a lot of resources, so it can feel like every teacher is on his/her own. Coaching would also bring it back to the focus of why we are all here: the students.

# data[].attributes.body
Q2: Informal coaching builds that relationship, trust and respect between teacher and coach which then will help the teacher believe in what they are doing which will then promote student success. Formal coaching impacts students learning because you are looking at their evidence and diving into deeper thinking like: what did they miss?, where do we go from here?, What other strategies can I use to support these students?.

# data[].attributes.body
Q1: If done correctly a coaching conversation should allow a teacher to self identify what went well and where there is room for improvement through objective observations and strategic questioning. The coach in the videos made sure she was highlighting what went well and WHY it went well, and then asked questions to gently push the teacher to reflect on what could improve the lesson.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by using intentional questioning, student evidence, and non-evaluative feedback to help teachers think about the impact of their instructional choices. Rather than giving answers, coaches guide teachers to analyze their practice, recognize patterns, and identify next steps for improvement.

# data[].attributes.body
Q2: Formal coaching could go a long way on our campus. We have had a lot of turn over in years past, and formal coaching could help by making teachers feel supported and also make us a more cohesive unit. Informal coaching could change our atmosphere. I think right now there is a lot of defensiveness around teaching and having informal coaching moments could break down some walls that are hindering student growth.

# data[].attributes.body
Q2: Formal and informal coaching can improve student learning by supporting teachers in refining instructional strategies, responding to student needs, and using data more effectively. When teachers receive ongoing, job-embedded support, instruction becomes more intentional, consistent, and responsive, leading to higher student engagement and improved academic outcomes across the campus.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by allowing the teacher to have a dedicated/intentional time to think on a deeper level about their teaching and the students responses. The questions/discussion time should ensure that a teacher can focus on the students, and what they have learned, and not focused on the teacher.

# data[].attributes.body
These types of conversations are open ended ways to promote self reflection and opportunities that are direct and intentional so that a more rigorous level of learning and student understanding becomes the center point of focus in every classroom.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by encouraging teachers to look back at the lesson and data to deepen their thinking. It pushes teachers to find what would make it more effective and therefore have a greater impact on the students.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection because it intentionally provides teachers with an opportunity to reflect on their teaching using student evidence. When student data drives instruction, it allows us to look at our teaching objectively. Teachers are then able to reflect on the impact of their teaching without taking things personally or feeling attacked.

# data[].attributes.body
Q2: Formal/Informal coaching could impact student learning at my school by making sure that teachers were student focused on what the students have learned, verus “what I've taught.” That shift in mindset is very important for all teachers t have. You can teach something 5 times, but that does not mean that students have understood it.

# data[].attributes.body
Q1: How do coaching conversations promote teacher reflection?

-Coaching conversations promote teacher reflection by getting the teacher to reflect on the impact of their instruction using student work and looking at who mastered the standard or standards, who is almost to mastery, and who is still struggling. Getting your mind on the students that are not mastering to work with other students who have mastered the standard(s). These kinds of conversations are most beneficial when the are rooted in evidence from the students. Effective coaches ask a lot of questions that require the teacher to self-reflect.

# data[].attributes.body
Q2: Formal/Informal coaching can impact student learning by providing opportunities for teachers to reflect on how their teaching directly impacted student learning. When teachers are given opportunities to reflect using student data, we are able to emphasize what is going well and why and what needs to improve and why. Coaching keeps our main focus on student outcomes while also improving teacher practice.

# data[].attributes.body
Q2: Informal/formal coaching could make a huge impact on student learning, because it can make us do more self reflecting, which should drive teachers to find a way to improve our instruction and deepen student understanding. It would also be a way for teachers to feel more supported, encouraged and push them to strive to be better.

# data[].attributes.body
Q1 They really make you stop and think about what went well and what did not, or maybe what to do differently next time. Without these conversations and reflections, we are just doing the same thing over and over again without improvement. This way we are maximizing out time in the classroom, which is so precious, and also hopefully making our jobs easier when students are able to do the learning in Tier 1.

# data[].attributes.body
Formal and informal coaching could improve the depth of student learning. These types of coaching experiences using data driven decision making leads to a more effective classroom, support system, and a climate of overall support and understanding. This support allows everyone to realize that we are working toward the same goal.

# data[].attributes.body
Q2: How might formal/informal coaching impact student learning on your campus?

-When teachers reflect on their teaching they learn more from others and themselves. When you reflect, you also notice what could be improved or tweaked so that the students better understand the concepts being taught. I know that for me when I do not reflect I get stuck in the role of doing most if not all of the heavy lifting for my students. I DO MY BEST NOT TO! But I also understant that they are only 6 or 7 years old. But the standards that are being taught are the next steps after Kinder. I prefer informal coaching, but when formal coaching is needed the teacher learns more from that.

# data[].attributes.body
Q1 “How do coaching conversations promote teacher reflection?” The conversations lend to deeper thinking and really breaking down the lesson. What went well? What could you work on? How are students going to be assessed? Do they know what mastery looks like or how to achieve it? Shifts them to not just the teaching but to student outcomes

# data[].attributes.body
Q2: This has me really thinking now about how we can get in each other's classrooms more and more. We cannot really have these coaching conversations as a classroom teacher as effectively if we don't see one another teach. That being said we can still have informal reflections and conversations which can be very impactful. My team needs to bring these conversations and questions up about what went well and what didn't more in our PLC.

# data[].attributes.body
Q2 “How might formal/informal coaching impact student learning on your campus?”

Informal coaching can really make an impact, to take the small moments and have those meaningful check-ins. Touch base and show you care and offer advice or even to ask how they think it went. Let them talk too. Giving them food for thought. Sometimes those informal you can have more of. Formal is a great way to really get to the meat and check in on student work samples, criteria, data, and next steps.

# data[].attributes.body
Q1: Coaching Conversations promote teacher reflection by giving teachers the time and space to think about their practice with someone that they know has their best interest at heart. This helps the teacher connect their instructional choices to students outcomes and builds confidence.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by helping teachers analyze their instructional choices, student responses, and learning outcomes in a structured, non-judgmental way.

# data[].attributes.body
Q2: At my school, formal and informal coaching can have a big impact on our campus. We do a lot of informal coaching, which helps build relationships that thrive on trust. This will allow for others to ask for help when needed. Formal coaching will impact because you will have the data to support all conversations.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by allowing the teacher to stop and think about their teaching practices and their students learning. If it is working, what isn't working, how to improve, what to change. These are all things teachers need to be able to address with intentionality in order for student success to truly occur.

# data[].attributes.body
Q2: Formal and informal coaching can have a powerful impact on student learning on our campus because it directly improves the quality of instruction students experience every day.

Formal coaching provides teachers with structured support through observations, data analysis, and goal-setting. When teachers receive specific, actionable feedback tied to student work and standards, they are better able to refine their instructional strategies and close learning gaps.

Informal coaching strengthens this work by creating a culture of collaboration and continuous improvement. Quick check-ins, hallway conversations, modeling, and peer support allow teachers to ask questions, and share strategies.

# data[].attributes.body
Q1: Effective coaching promotes teacher reflection by using open-ended questions that are specific to the lesson. Allowing teachers to analyze their own decisions and decisions to student outcomes (in a safe environment). Providing specific feedback to teachers to help identify both growth areas and "glow" areas. The goal is to not just passively review lessons but to actively understanding why things happen the way they did in the lesson and how to improve.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by creating a safe space where teachers can think deeply about their instructional choices and their impact on student learning. Through intentional questioning and dialogue, coaches encourage teachers to analyze classroom evidence, reflect on their own thinking, and draw conclusions about what is effective. This reflective process helps teachers gain clarity and make purposeful adjustments to their practice that support ongoing improvement.

# data[].attributes.body
Coaching conversations promote teacher reflection by creating a safe, intentional space to think. Through purposeful questions and evidence-based dialogue, teachers examine their instructional choices, reflect on impact, and take ownership of their growth.

# data[].attributes.body
Q1: Coaching Conversations promote teacher reflection by asking critical questions that impact student learning. The responses to these questions reveal deeper insights that might not have been reached without intentional questioning. This type of questioning leads to growth for the teacher and student.

# data[].attributes.body
Q2: Formal/informal coaching would tremendously impact student learning on our campus. For our teachers to receive constructive feedback and support from a coach would allow student learning to become a more focused topic. In order for students to succeed, the teachers need to feel supported and confident in their craft, so a coach would be able to help improve upon practices, techniques, and or strategies that our teachers can use to strengthen their craft of teaching.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by really making them really dig into what worked and didn't work in their lesson based on student work. The coach can then ask questions that will deepen their thinking or help them problem solve ways to make their lesson more effective.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by inviting a teacher to analyze what was affective within their lesson and what displayed a need for growth or could use some adjustment to become most affective. If prompted and guided well by a coach, a teacher should find themselves reflecting on instruction, student engagement, a lesson's alignment and/or accomplishment of the goal set, student work, and what opportunities are left to increase impact on students through each of those avenues.

# data[].attributes.body
Q2: Formal and informal teacher coaching should positively impact student learning on your campus. This personalized support should be helping teachers to improve their instruction techniques. The coach can offer time for collaboration and sharing of lesson plans, ideas of activities for engagement and ways to differentiate in the classroom to ensure that the teacher and all students have what they need to succeed.

# data[].attributes.body
Q1: They guide and push it. They are a knowledgeable path through which the teacher can easily follow and find their way through insight and discovery.

# data[].attributes.body
On my campus, I see formal and informal coaching impacting student learning by strengthening instructional practice. Coaching encourages reflection, helps teachers use data to adjust instruction, and supports more intentional, student-centered teaching, leading to greater consistency, engagement, and improved outcomes for students.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by asking intentional questions that will often allow the teacher to arrive at what they need to improve upon without you having to necessarily point it out to them. I also appreciate how the conversation is centered around student learning (what did they say during the lesson and what does their work show us) so that the reflection piece goes back to "How can I refine this lesson to achieve better student outcomes" and not "My lesson was terrible and my students failed".

# data[].attributes.body
Q2: Through formal/informal coaching, teachers and mentors could gain insight into both their instructional skills and student learning. This would arm them with tools to further both. As a teacher's ability grows and evolves, so does student learning and success.

# data[].attributes.body
Q2: Formal and informal coaching would have a really positive impact on the students in my district. It creates a habit of constant reflection. It also creates a positive culture for people to bounce ideas off of each other or ask for help. Formal and informal coaching places students and their success that the forefront of everything we do.

# data[].attributes.body
Q2: Formal and informal coaching impact student learning on my campus by allowing teachers to learn from one another. Because we each have different strengths and weaknesses, collaboration enables us to grow together and consistently provide the best instruction for our students.

# data[].attributes.body
Q2: Both formal and informal coaching can positively impact student learning by strengthening instruction and supporting teacher growth. Informal coaching helps build trust and rapport between the coach and teachers through frequent, low-pressure interactions, making teachers more open to feedback and collaboration. Formal coaching then allows for deeper, more analytical conversations focused on instructional practices, data, and student achievement. Together, these coaching approaches foster reflective teaching, stronger instructional decisions, and improved student learning outcomes across the campus.

# data[].attributes.body
Q1:Coaching conversations promote teacher reflection by walking teachers back though the intentions of the lesson to see where the students successfully showed evidence of understanding or struggled so that they can reflect on new strategies to fill gaps.

# data[].attributes.body
Q2: The goal of both formal and informal coaching should be to sharpen and enhance the skills present and strategies employed by a teacher or a team. Increasing teacher self-efficacy (especially collectively within a team) has been proven to be the most impactful factor contributing toward student achievement. If a teacher is coached well and they walk into their classroom feeling capable of impactful instruction, the students will rise to meet the expectations of that teacher. This applies not only to my campus, but any school that employs this practice well.

# data[].attributes.body
Q1: By asking the right questions to guide deep reflection, and pairing that with evidence of student learning, teachers really have no choice but to reflect if meaningful coaching conversations are being had.

# data[].attributes.body
Q2: Formal and informal coaching could help teachers see the value in slowing down to reflect and maintain a student focus. So much of our student growth depends on the intentionality of the lessons and not just the checking of a box.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by creating a safe, non-judgmental space by focusing on evidence in front of them and not judgment. The open questions allow for the teacher to look closer at student responses as well as his own chosen approach to teach that particular skill.

# data[].attributes.body
Q2: We have walk through's from our principal that come with a little google form of feedback, but a real back and forth conversation that came along with thought provoking questions would really help me to improve my teaching. SO much happens in a day in this job, and finding the time and energy to sit down, reflect, and make changes is difficult. In fact, we have a space for that on the lesson planning template we use district-wide, and my principal has told me I'm one of the few teachers who actually ever does any work in that space. If there was some carved out time for coaching, and people had that guidance as they reflected, I think my school would have a lot more reflective teachers, and that many positive changes to instruction could be made.

# data[].attributes.body
Q2: We recently did learning walks among our science team where we each visited one another's classrooms for 15 minutes. This is a great opportunity to easily incorporate informal or formal coaching into someone we are already doing. If we are all participating in learning walks together, we are building community and relational capacity to be transparent and open with each other to receive feedback.

# data[].attributes.body
Q2: Informal and Formal coaching improves instructional quality, helps differentiate and get rid of materials that are blocking student achievement, it builds teacher collaboration to allow for sharing strategies, and it motivates and encourages student growth/work ethic.

# data[].attributes.body
Q1:Coaching Conversations promote teacher reflection by asking guided questions about the lesson, implementation, and student performance. These questions provoke the teacher to think deeper and reflect on the student and teaching goals.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by giving the teacher a chance to talk through the "why" of the parts of their lesson and whether or not those actions resulted in the student outcomes they desired.

# data[].attributes.body
Q1. Coaching conversations create a structured, supportive space where teachers can think about their practice, and make intentional decisions about improvement

# data[].attributes.body
Q2: Formal and informal coaching can impact student learning on our campus when teachers are reflective on their practice, student work, and intentional with their goals. Students should be the primary focus in which the lesson planning, instruction, analysis, and reflection occur.

# data[].attributes.body
Q2: Both formal and informal coaching can positively impact student learning on any campus by causing teachers to be more reflective of their practices.

# data[].attributes.body
Q2. Formal/informal coaching can impact student learning on my campus by improving the quality, consistency, and responsiveness of instruction.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflections by giving the teacher another person to bounce ideas off of and also to discuss how a lesson/s went. It is also a time to go deeper into a standard and/or reflect on students work. The coach can facilitate learning by asking questions that can guide the teacher to new understanding or noticings.

# data[].attributes.body
Q1: Coaching conversations give teachers the opportunity to reflect and use data to guide their reflection in a safe environment and get feedback that will help them plan their next steps.

# data[].attributes.body
Q.1 Coaching conversations promote teacher reflection by creating a safe, space where teachers examine classroom evidence and link practice to student learning. Coaches use open, evidence‑based questions and co‑planning to focus on student learning. Regular follow-up helps teachers track progress, refine strategies, and continuously improve.

# data[].attributes.body
Q2: Formal and informal coaching is very important in impacting student learning. It is the piece that helps teachers get better at their craft which in turn helps student learning and achievement. In a coaching cycle, a teacher can reflect on areas that he/she wants to improve and then has another person to help them do it.

# data[].attributes.body
Q2: Formal/informal coaching on my campus can impact both teachers and students by improving the campus culture through building relationships and providing support. Encouraging reflective practices will positively impact student learning.

# data[].attributes.body
Q.2

Formal and informal coaching provides timely and practical support. This impacts student learning by having teachers focus on the quality and outcomes of their lessons. Discussion of data can be used to drive future lessons.

# data[].attributes.body
Q1 -Coaching sessions force a teacher to think back on the lesson about what went right and what could have gone better. In the formal coaching video the coach asked guided questions that made the teacher think and realize his own short coming (not having a rubric). After he wanted to add a rubric she asked "how's a way you can make the scholars do the heavy lifting?" He then reflected and thought about having the students decide the criteria for Monday's lesson. He had to change it up a bit but he was willing because it would work better for the students.

# data[].attributes.body
Q2 - It could create a more unified relationship among the teachers. If we all view it as we are on the same team and we all want each other to be successful so the students can achieve at their best levels in all subjects. I would love if all teachers saw their hall or their class as a team all striving for the win, encouraging and cheering on one another.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by giving teachers an opportunity to reflect on their teaching and ways to improve it by using student evidence.

# data[].attributes.body
Q1: Having a deep conversation, whether formal or informal, probes the teacher to really reflect and think about what they are doing in their classrooms. I think it keeps them on their toes, knowing they can't just go with the flow, but gives them the realization that every single day counts in the classroom. They have a specific purpose and responsibility in getting students to learn, and these conversations keep that at the forefront of their minds. If the teacher is constantly striving to be better, you will likely see that in students as well. We have to set the expectation for them.

# data[].attributes.body
Q2: Formal/informal coaching could impact student learning on my campus by building and strengthening the relationships among colleagues that would make the formal conversations relevant and useful when using student evidence to increase their learning.

# data[].attributes.body
Q1: I think reflection allows teachers to see how we can improve a lesson or change teaching in the future. When you are teaching in the moment you aren't thinking how to fix it you are just focused on your students.

# data[].attributes.body
Q2: I think coaching sessions like the one we saw in the video would be huge for our students. I think it raises the accountability to a new level, while improving and pushing for a unified relationship among all staff. If we are consistently and collaboratively looking at student data, we can be better at making data-driven decisions and making adjustments to better our kids.

# data[].attributes.body
Q2- Referencing the video. He was discussing how several students didn't meet his criteria but upon further discussion he didn't clearly state the criteria. Because he discussed this with his coach he was able to reflect and decide on a plan to create the criteria with the students so they were involved. He might not have had this idea if not for coaching.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by providing opportunities for teachers to examine students work. Coaching encourages self-reflection through questioning and feedback, allowing teachers to identify strengths, make adjustments, and take ownership of their professional growth.

# data[].attributes.body
Q1: Coaching conversations promote teacher reflection by asking specific questions to guide the teacher in thinking about different aspects of the lesson critically. This can draw out a deeper analysis and help the teacher form a plan of next steps to address weak points or reinforce what was done well.

# data[].attributes.body
Coaching conversations create a safe space that allow teachers to actively think outloud about their teaching practices. During these conversations, real growth occurs because the conversation is focussed on exactly what that teacher needs in that moment. It reminds teachers of their main goal- student success.

# data[].attributes.body
Q2: Informal and formal coaching impact student learning on campus by developing teachers to become better. A coach works with teachers to develop their skills by providing helpful feedback and strategies that will benefit student learning.

# data[].attributes.body
Informal and formal coaching would have a huge impact on our campus. Right now, we are being obsevered, given some notes on a paper, and sent on our way. We don't sit down and have these deep conversations about the student data from the observed lesson. If we had the opportunity to truly reflect on data and talk about how to use it to drive our teaching, I believe we would see gaps being filled in our students.

# data[].attributes.body
Q1: Coaching conversations force teachers to think of items they may not think of on their own. Coaches are about to prompt questioning and extend that conversation about certain topics that sometimes teachers would not reach if they were just reflected on their own. Coaches are about to listen to different things going on in the classroom and bring to teachers attention, both good and bad.

# data[].attributes.body
Q2: Both informal and formal coaching sessions force teachers to look within themselves in order to be better for their students. Informal and formal sessions bring awareness to teachers that they might not reach on their own. These can be both positive and negative behaviors/happenings that teachers may or may not be aware of on their own.

# data[].attributes.body
Q2: Formal/informal coaching could impact student learning because having the conversations with the coach, encourages teachers to think about the impact of their instruction and make adjustments accordingly.

# data[].attributes.body
Q1:Coaching conversations promote teacher reflection through purposeful questions, pause time (just like from teachers for students) and the space to look at (highlight/voice) victories to promote the aim and also to challenge the teacher to make sure all components of a good lesson actually show up for measureable success and how to catch any 'fall out' students may experience.

# data[].attributes.body
Q1: Coaching conversations allow teachers to see their own practice more objectively and analyze the gap between their goals and their current reality. This occurs because coaching conversations create a safe space where teachers can be vulnerable. These sessions also encourage reflective questioning an whole-picture thinking.

# data[].attributes.body
Q2: Formal coaching impacts student learning on our campus by very clear, specific,nitty-gritty details about what went well, what students got, and what to adjust. There was not time in the informal to go through the details--the 'corrections' needed for the lesson needed deep clarity which can get lost in a hallway discussion. It also gives the chance for the teacher to know the designated space and time help open up options for improvement--the difference between trying to find your way on GPS while driving (informal) vs. planning out a roadmap for a vacation where you can think of places you KNOW you don't want to miss!

Informal coaching gives that personal touch to laugh at something that caught you off guard, give encouragement, toss out a provoking question to think about before you step into a formal coaching moment. Informal really help with the day-by-day moments as well--we don't have time for the Informals to happen all the time, but we can do a quick reflect (GPS while driving/planned vacation analogy) where when on the way to somewhere you can say--"Oh look!! that was great!" with a positive or, "Oooh--did you see that wreck??" I hope they're okay! (only say that in a trusted coaching relationship :)

# data[].attributes.body
Coaching conversations promote teacher reflection because, as evidenced in the video, they prompt analysis of student and schoolwide data, stimulate discussion around personal vision, and challenge assumptions by using a devil’s advocate approach to deepen thinking.

# data[].attributes.body
Q2: The impact of coaching is that it acts as a catalyst that translates teaching quality into student success. Coaching leads to accelerated student learning through the practice of reflections and identifying individual student needs. Teachers who engage in coaching typically feel more willing to take risks in the classroom, and their students trust them enough to follow their lead.

# data[].attributes.body
Q1: Coaching conversations can help get teachers to think more in depth about how things are going. Students may seem to be grasping a concept in whole group but really reflecting on their work samples and asking deeper questions can help us teachers to see if the student really understands the topic. Having a coach ask you those questions rather than doing it independently can help.

# data[].attributes.body
Q2: Informal coaching helps build a relationship between the coach and the teacher. This helps build trust and open communication. Then, with formal coaching, this helps impact student learning because the pair can talk more freely and get to harder questions. Formal coaching helps the teacher dive deeper into their practice which, in turn, helps with student success.

# data[].attributes.body
Formal and informal coaching can impact student learning on my campus by helping teachers reflect on data, refine instructional practices, and respond more effectively to student needs. As a result, students receive more targeted support, show greater ownership of their learning, and improve their progress toward mastery.

# data[].attributes.body
Q1: It is important to reflect on the lessons because it helps teachers to see what went well and what gaps need to be improved. The mentor asking questions will help the teacher to reflect on the lesson.

# data[].attributes.body
Q2: On my campus coaching, both formal and informal will help the teacher better work with the students. At my campus coaching helps teachers to think outside the box to help students learn and grow.

# data[].attributes.body
Q1: Coaching conversations help promote teacher reflection by providing the teacher time to think through the lesson. Often times when a person is able to talk through a sitution they answer their own questions and see ways to make something better. Coaching questions also help insure the lesson is student driven with intended outcomes.

Q2: Coaching can impact student outcome in several ways. One the teacher is becoming a better instructor. Two, a coach helps a teacher to use the data to drive instruction. When a coach is viewed as a partner, they can model lessons and co-teach some days. Sometimes another person can reach a student.

# data[].attributes.body
Q1. Informal and Formal coaching conversations promote teacher awareness such as reflection and deeper level thinking for students. If helps keep the focus on student led outcomes. There have been times I did not think of something a coach suggested to me, and I incorporated it into my lesson and students loved it.

# data[].attributes.body
Q2- Informal and Formal coaching impact studnet learning through a classroom teacher getting great feedback to help improve teaching. When a coach and classroom teacher have a great relationship they can model and co teach lessons that will greatly benifit student learning. Being able to have another person to ask question, get instant feedback on a lesson helps the learning to be more intentional. A skill can be taught or fixed right then. There are many advantages to coaching impact on student learning.

# data[].attributes.body
Coaching conversations help promote teacher reflection by providing opportunities for teachers to think about their practices. They are also allowed to focus on the student work and identify places for growth. This has an impact on student learning because we can then recognize what our students do not know and help them reach their indvidual educational goals.

# data[].attributes.body
Q1 - Coaching conversations promote teacher reflection in the thoughtfulness and intentionality of creating a way for teachers to learn on their own and through experience and with student work at the center. Research shows you are more likely to learn more and remember your learning when you're the one creating the learning for yourself. That's what coaching does for teachers, but with such purpose.

Q2 - I would imagine it would create a culture of growth amongst teachers and students and really the whole staff. How powerful to have a school that is so focused on growing and learning and become better. If everyone was as thoughtful and purposeful in their work, I can imagine that the students learning would really succeed.

# data[].attributes.body
Q1: Good coaching conversations promote teacher reflection because they ask questions that teachers may not think of themselves right away. It also provides the time and space for teachers to reflect. It gives them the opportunity to bounce ideas off of another person as well.