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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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The actions coaches take as they prepare for coaching in a formal setting support the characteristics of an effective teacher by becoming knowledgeable about the teacher’s student learning focused goal. It allows the coach to gather evidence based practices for the teacher to reflect on and provides opportunities to set clear goals that are applicable to that specific teacher and students.

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Preparation for coaching in a formal setting ensures that conversations are purposeful, data-driven, and respectful. By analyzing student data, clarifying lesson objectives, knowing the teachers specific needs, and planning feedback, coaches can create reflective and successful coaching experiences that will help strengthen teaching to reach the overall goal of student learning.

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Similar to how a PD speaker should be knowledgeable, so should a coach. The coach should spend time cultivating thoughtful questions, and have some resources prepared to give the teacher if they are open and have identified an area of growth. This relates to the characteristics of being a good listener and being knowledgeable. Preparing in this way makes the session seem purposeful and not like a check-mark or a waste of time. The teacher needs to believe that the time is meaningful, and prepping in this way shows that the coach is being thoughtful and intentional.

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The actions coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching because they have knowledge regarding the specific teacher, classroom, and student population before the meeting. Going into the formal meeting, the coach has already observed the teacher, which means they are coming to the meeting with suggestions for improvement without wasting any time.

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When preparing for coaching in a formal setting coaches are in a student data goal focused mindset to be ready for purposeful conversations. They are taking the evidence that they collected and that the teacher collected to collaborate together to ensure best practice and outcomes for the students.

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Coaches who prepare for formal coaching ensure conversations are focused, reflective, and student-centered. This preparation supports effective coaching by building trust, honoring teacher voice, and using evidence to guide meaningful instructional improvement.

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The actions coaches take support effective coaching because effective coaching is student focused. The goal for coaching should be based on student learning and the needs of the students in order for the coaching to be effective. Goals should be based on student data and learning targets.

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I agree with Kelsey in that teachers should feel the formal meeting with a coach is purposeful and not a waste of time. To do this, the coach has to be thoroughly prepared before the meeting. (As a personal example, I have had a literacy coach before who treated formal meetings like informal meetings, which meant we never really discussed student data beyond small talk.) I found these meetings frustrating.

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The actions coaches should take as they prepare for coaching in a formal setting: knowledgeable about the content, they should have spent time understanding their teacher, by building a relationship in casual conversation beforehand. Prepared when they enter the classroom. Conversations should be centered around student's success/understanding/learning, not just what the teacher taught. These conversations should be honest and data driven, and not based on being kind/friendly/not wanting to hurt feelings.

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The actions coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching by making sure the trust is there, they are knowledgeable to the content and makes sure conversations are meaningful and have a positive impact.

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The actions taken by coaches to prepare for the formal coaching session ensures that they are knowledgeable about the subject, difficulties they observed, and have creative and specific solutions in mind. This allows for a more focused and intentional conversation. They have analyzed data and are able to make data-driven, informed responses.

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How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching? -The formal meeting needs to be meaningful and purposeful. Student centered and based on where they are and where they need to be. The coach needs to be fully prepared but I think also communicating with the teacher on what is to be discussed so that they can also be prepared with work samples, rubrics, etc.

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The actions coaches take to prepare are much like the actions taken to prepare a great lesson. Effective teaching sets a clear goal, and a plan to get there. Effective coaching does the same. An effective coach is familiar with the classroom setting in that teacher's room, what the learning targets are, and they plan together. They also have the goal of impacting student achievement. The coaching would not be as effective without the teacher getting specific feedback and information to their teaching. You have to know the needs of this teacher and this classroom of kids to get the most benefit.

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Teacher coach preparation helps to support effective coaching by focusing on the goals of that specific teacher. The preparation put into knowing the teacher's goals and their students helps to build relationships. Knowing the standards and expectations the teachers has will help to focus on goals that will improve their teaching techniques. Ensuring that the feedback is tailored to the teacher and their students will help the teacher to find their "glow and grow" areas and feel safe to create solutions to any problems that may exist. The goal is not to do the work for them but to build competence and foster growth in instruction to produce better student outcomes not just busy teachers.

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When coaches prepare for formal coaching, their actions directly support what being an effective coach means. They make the whole process focused, respectful, and impactful for the teacher. Effective coaches must study the data, lesson plans or observation notes. The prepare questions and/or scenarios for next steps discussions. Coaches are ready to guide teacher reflection to help them become the best versions of themselves. It builds teacher ownership rather than just telling them what to do. Thoughtful prep allows coaches to be focused, respectful, and center on student learning.

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The actions coaches take before a formal coaching session play a major role in making coaching effective. When the coaches are prepared by using data or knowing the standards/expectations of the lesson. All of these things will keep the conversation aligned to this particular coaching session. This also helps coaching remain collaborative and non-evaluative.

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The actions coaches take as they prepare for formal coaching supports the characteristics of effective coaching by ensuring the coaching session is relevant to what the teacher and students need. This allows the session to be intentional and targeted.

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In a formal coaching setting, the actions coaches take in preparation directly support the characteristics of effective coaching by ensuring conversations are intentional and grounded in evidence. By reviewing student data, lesson plans, and instructional goals ahead of time, coaches are able to guide meaningful discussions that center on student learning rather than opinion. Thoughtful preparation also demonstrates professionalism and respect for the teacher’s practice. As a result, coaching conversations are more reflective, collaborative, and impactful, leading to purposeful instructional improvement.

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Q: How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching?

-Coaching must be given in cycles. One step at a time. See what the biggest need is for that teachers students. Goals need to be set before hand. When doing this, the teacher knows exactly what the coach is trying to help them with. Data and student work must be used to show the coach and the teacher what is needed for that specific group of students. Coaches must be knowledgeable about the standards being taught, what the student dynamic in the classroom is like, coaches must have a relationship with the teacher so the teacher can learn from them, preparing for a coaching cycle needs to be planned out with goals and objectives. This keeps the coaching cycles respectful, realistic, and enjoyable.

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Coming with detailed observations of their teaching shows that the coach truly cares enough about the teacher to really put work into them. Additionally, preparing with notes and pre-thought out questions allows the coach to keep the conversation student-centered, and allows them to guide the conversation to the right topics for affective teaching.

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The actions coaches take as they prepare support the characteristics of effective coaching by indicating intention. Taking time to prepare indicates knowledge of teachers, students, and content. It also allows them to engage in conversation with more confidence, having a student-centered, standards-driven goal in mind.

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I agree with Jennifer on the fact the coaching needs to be focused on student learning. The end goal is always effective student outcomes, so the focus of every coaching session should be on student achievement in some way.

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The actions coaches take to prepare for a formal setting reflect the qualities of effective coaching and demonstrate thorough preparation. They assess the teacher’s current level and determine the appropriate entry point. Once engaged, they can facilitate intentional conversations that support the teacher’s growth, ultimately leading to a positive impact on student learning.

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Preparing to coach in formal settings helps to ensure that the session is student-centered, data driven, and organized. The coach will be more knowledgeable about the teacher's specific students and teaching styles before the meeting, as well as, be prepared with resources and strategies to help the teacher modify instruction. It will also create a structured meeting where the coach and teacher can have a positive and productive session to increase student success.

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The actions coaches take in preparation for coaching directly reinforces the characteristics of effective coaching-- competence, honesty, good communication skills and intentionality. By preparing with these characteristics in mind, coaches create experiences that are reflective and meaningful for teachers. Coaches demonstrate competence by being well-prepared and knowledgeable of the standards and strategies used in the coaching cycle; honesty by analyzing student data and observations objectively; good communication by setting expectations with teachers beforehand; and intentionality by setting goals for the coaching cycle. Intentionally planning for formal coaching allows coaches to create opportunities for teacher reflection and growth that is centered around student data.

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The actions coaches take to prepare for formal coaching, such as organizing coaching cycles, setting clear goals, using standards-based learning targets, and grounding planning in student evidence, support effective coaching by creating structure, clarity, and shared purpose. These steps foster trust, encourage meaningful reflection, and allow coaching to be responsive rather than reactive. By co-planning, co-teaching, and measuring impact, coaches ensure their work is intentional, collaborative, and focused on continuous improvement in teacher practice and student learning.

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The actions coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching because thoughtful planning turns coaching from mediocre advice into specific, evidence‑driven collaborating. Each prepping action relates specifically to s many characteristics of effective coaching like clarity, evidence focus, teacher clusters, non-judgmental honesty, and the impact on student learning.

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I think that the characteristic of being trustworthy has to come first, because teachers are less likely to be transparent with someone that they don't know if they trust. When preparing, you have to be knowledgeable of the standards they are trying to reach, and use the student data to see where they are. Modeling the intentionality in teaching is the best way to get teachers to reflect on why they should also be intentional in their practices.

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The actions a coach takes to prepare for formal settings to support the characteristics of Effective coaching by knowledge able about the teachers strengths and weaknesses, teacher learning goals, student data, and the student learning content and goals. The coach must have observed and have notes of the teacher before the formal coaching occurs. The coach must ask probing questions to help the teacher reflect. Also, listen to the teacher to understand their self awareness. Then have honest conversations with the teacher about the planning, instruction, reflection, and student data.

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Response to Melissa Cornish:

I agree, Melissa. Being a prepared coach eliminates room for "wasted" time because there is an agenda set. It definitely strengthens the relationships between coaches and teachers when coaches are knowledgeable and prepared in advance. I believe that creates a safe space for honest thinking/sharing, along with allowing teachers to value and trust what their coach brings to the table.

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When coaches prepare for a formal coaching opportunity, I think is important that they begin with the end in mind- student learning. The video was eye-opening when I heard that the goal of coaching is not fix teachers but to improve student learning. I think it's necessary and meaningful to meet with a teacher to identify what students need based on work sample and then setting a goal with the teacher for student learning outcomes. Goal setting and creating learning together builds the partnership where the coach and teacher work together to improve student achievement. This should not feel like an evaluation of the teacher. This ensure the coaching cycle a positive experience.

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The actions that coaches take as they prepare for coaching in formals settings is critical is determining the success of the coaching cycle. Effective coaching involves planning, reflecting, focusing on students learning and student outcomes. It is supported by data. I have been a part of many coaching cycles in the past, and I have learned that you are working with and for the teacher. What do they think they need? How can you support them?

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The actions coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching by allowing them to make the most efficient use of the time they have to meet with the teacher. A teacher is much more likely to buy-in to the coaching process and be receptive to suggestions when they feel their time is valued and that the coaching cycle is beneficial.

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Actions taken by coaches support effectiveness by analyzing student and teacher data to set clear, student-centered goals and design targeted, evidence-based observation criteria. They establish concrete follow-up steps and monitor progress to sustain improvement and accountability. Communication is key.

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The actions coaches take as they prepare for a formal coaching setting support the characteristics of effective coaching by being intentional with conversations, planning reflective questions that support teacher ownership, being data-driven using student work samples, and being teacher-centered.

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Coaching should be intentional and focused on student learning. Preparation and focusing on data is key to the success of a coaching session/cycle. Focusing on reflection and student outcomes is essential for building the partnership and teamwork needed to be successful.

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Preparation is an important key to success. The coach needs to walk into the room knowing the information that needs to be covered. This should be a very focused session so that time is not wasted. If the coach has already observed the teacher then notes and students work samples should be examined. If the coach hasn't observed then other data would be needed, test scores, work samples, lesson plans and a copy of standards would all be helpful tools. The coach should also ask guided questions allowing the teacher to think out the process instead of just being given a checklist to do.

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They need to have knowledge of what they will be discussing. What was the lesson over? Who are the students they are teaching?

They also need to plan beforehand. What do I want the person I'm coaching to be working on between now and the next time we meet formally?

Finally, they need to know expectations the teacher has for the students. What you expect and what the teacher expects may be different. You don't want to criticize them for something they don't require in their class.

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The actions coaches take to prepare for coaching in formal settings is to ensure that the conversations are meaningful, and the student learning goal is at hand. Using student evidence to collaborate on the best instructional practice to use to ensure all students improvement in learning.

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Actions that an effective coach takes before a formal coaching meeting allow them the opportunity to be effective. Before a formal meeting, a coach prepares by having gone through the trenches themselves. They know what it's like to be in a classroom from experience and they have knowledge to share with other teachers. They have also had time to observe the teacher in their setting and analyze what they did well on and where there is room for improvement. They've taken the time to become knowledgeable so that they can be helpful in building both the teacher, and in turn, the students.

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The actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching by being collaborative, focused on student/teacher needs, and data-driven. Coaches should organize cycles with specific goals using student evidence and be prepared to measure the impact on both student and teacher learning.

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The actions coaches take as they prepare for these conversations support the characteristics for effective coaching because they are determining what the teacher needs for their specifc goals. Effective coaches are competent in all areas of the covnersation- content, teacher strenghts and weaknessess, and goals for the school and teacher. Effective coaches provide teachers and students the opportunity to succeed through their intentional conversations and feedback.

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The actions coaches take as they prepare for coaching in a formal setting directly support the characteristics of effective coaching by having specific conversations about the students and the lesson, and allow the teacher to reflect on student learning and what they can do next.

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The preparation phase of teacher coaching is often the most critical because it sets the trajectory for the entire relationship. Effective coaching is not just about the observation or the feedback session; it is about the intentionality established before a single student enters the room. The preparation phase establishes the coach as a partner and provides the space for teachers to be vulnerable. Setting goals ensures the coaching stays focused and measurable. Working together on lesson plans reinforces partnerships and keeps the work relevant.

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By effectively preparing for coaching, we will work "...to ensure that the support that [we] are providing to [our] peers is done so with an intentional focus of positively impacting student outcomes." -Providing Coaching Cycles creates an ongoing process for growth. -Setting goals for the Coaching Cycles ensures that we are focused on the students' learning. -Using standards-based learning targets help inform the goals. - Using student evidence to co-plan instruction helps plan the instruction. - Co-Teaching creates a partnership between the teacher and coach. -Ensuring we know how we are measuring the impact aids the coach in determining student and teacher learning. -Partnering with school leaders is necessary for the success of the program as a whole.

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The actions coaches take when preparing for formal coaching support the characteristics of effective coaching by making conversations intentional, data-driven, and centered around teacher and student goals. By reviewing student and schoolwide data, clarifying learning targets and success criteria, and planning for evidence, coaches can create focused conversations that promote reflection, collaboration, and meaningful changes in instructional practice.

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The actions coaches take as they prepare for a formal setting support the characteristics of effective coaching by making sure it is about student learning. Depending on the approach and need, the coach may be the one to help keep a rogue teacher on track with the school/standards all the way to helping a scripted teacher find ways to connect the material to the students. Having clear goals for the coach helps the teacher know they are there to support and create space for improving student learning as well as supporting the teacher. Even veteran teachers have a "new case" with unforseen student behaviors and needs, and we grow as we get that new perspective.

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The actions that coaches take as they prepare for formal coaching show effective coaching by being prepared, getting to know the students and creating more of a co-teaching environment, using positive and meaningful feedback to teachers (and sometimes students), and understanding the standards being taught. This allows them to build a relationship with the teacher in order to better and more effectively provide feedback.

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Actions coaches take as they prepare for coaching in formal settings support the characteristics of effective coaching by ensuring the coach is ready to guide the teacher in every way. When coaches come in prepared, the sessions will be data driven and student centered. Failing to prepare is preparing to fail. If a coach doesn't put in the work on the front end, the teacher will not grow on the back end.

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Before meeting with a teacher, effective coaches review data such as lesson plans, student work, and assessment results to get a clear understanding of the classroom practices. This establishes a focused purpose for the conversation and open-ended questions that encourage teacher thinking instead of just giving advice. By gathering objective evidence and reflecting on their own biases, coaches maintain a nonjudgmental stance that promotes honest dialogue.

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Action stage coaching consist of would spend time with a teacher engaging in reflection before and after teaching. Incorporates research-based concepts and practices, provides opportunites for all teachers to share methods, focuses on data analysis. They would analyze data together and foster ideas. They use data to drive instruction. They help the teacher with material needed to dive deeper or support struggling students.

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The actions coaches take prior to the coaching session set the whole session up for success. Without the planning and preparation there would be no guide for the conversation. The preparation before the coaching session allows for the needs to be met and for the teacher to come to their learning in a way that feels like their own so that they can understand it better and be more likely to make strides in becoming an even more effective teacher.