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My main take-away from this text is its description of the BDA cycle of instructional coaching. BDA stands for what a coach must do before, during, and after coaching to ensure that the coach and the teacher get the most of the experience.

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In this padlet,  the planning involved in the BDA cycle will be briefly described.

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"The B phase offers an opportunity for coach and teacher to get the conversation started, to step back and look at what they are trying to accomplish" (27)

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The "Before" portion of this cycle is first, and perhaps the most important. It is a time for the coach to ask questions and truly listen to what the teacher is experiencing and feeling. The worst mistake a coach can make a plan for a teacher based on the assumption of their knowledge, or lack of knowledge. In order to have teacher buy-in, a coach must first take the time to build a relationship.

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This stage is also a time for brainstorming. In building a relationship, the coach will get to know the teacher's vision for his or her classroom. Asking the teacher about his or her big ideas, goals for students, or how they would describe their dream classroom leads to collaboration on coaching topics, as opposed to the coach making plans for the teacher without their own input.

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- What do you want you want your students to know and be able to do at the end of this lesson?
- What challenges to you anticipate in the lesson?
- What do you think engagement looks like?
- What kind of feedback is important to collect to measure success in the classroom? (31)

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After spending time listening to the coach, the "D" phase is centered around observation and interaction.  This can include:
- the coach observing the teacher's lesson while taking notes
- the coach and the teacher co-teaching a lesson

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Whichever form the observation and interaction takes, it is important for the coach to refer back what he or she learned from the "B" phase. After seeing the teacher in action, the coach and teacher will reflect and begin writing questions to ask the other after the lesson. The coach especially needs to keep in mind the thoughts, feelings, and needs the teacher expressed during the "B" phase.

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"Having this time to process the experience and generate some questions about what they each saw provides additional content for the debriefing" (40).

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Here, you can watch how this coach conducts teacher observation.

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Reflection is the heart of the  "After" phase. It is a time for the teacher and the coach to reflect on the lesson and its connection to what was discussed before the lesson. The most effective professionals reflect on their performance and use their findings to make future improvements.

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"Reflection is a metacognitive process that helps teacher and coaches focus on the ywhy rather than the what" (47).

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- Does this lesson support the goals?
- What was effective in this lesson?
- What can be inferred about the  students?
- What did I learn from students' responses?
- Did student inquiry drive the class? (46)

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While it does take time to build trust with a teacher, it is important for a coach to make debriefing sessions a positive environment. The coach must approach the debriefing session as a chance to learn more about the teacher, not as a time to point out what went wrong in the lesson and how the teacher should fix. The reflection should instead consist of the teach and the coach asking questions, reflecting, and working together The text provides an excellent list of questions to help guide a coach with maintaining positive feedback and reflection throughout the session.

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- As you reflect on your lesson, how do you feel it went?
- How did students respond to the lesson? What did you see or hear students say that made you feel that way?
- How did what you observed compare with what you planned?
- As you reflect on the goals for this lesson, what stood out for you about student performance?
- What part of the lesson did students enjoy the most?
What would you modify or change in teaching this lesson again? (57)

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If you were an instructional coach, what question(s) would you be sure to ask your teacher during a debriefing session? You could also approach this question in reflection on a debriefing session you have experienced in the past, asking instead, what question(s) do youu wish a coach would have asked you?