Collaborative Partnerships Module 4: Cohort 10, Arkansas Lead Pathway Designation FY26 by

Directions

AR_Lead — 2025-06-22 19:51:09 UTC

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.

Whitney Brown

2026-01-27 15:35:17 UTC

Coaching conversations bring to light the student thinking that is evident in classrooms. When the coach is able to identify the thinking, they can present it to the teacher in new ways. In the video, we saw that the coach was able to look at the deep thinking the students were already doing with the learning objective and share an idea with the teacher about channeling that thinking towards the success criteria. This takes the pressure off the teacher to try and come up with "another thing," and see the potential in the students that they may not have noticed themselves. This helps model a reflective process for the teacher that they can use later in their own practice.

Whitney Brown

2026-01-27 15:39:44 UTC

I believe that formal and informal coaching would deeply impact student learning on my campus. When coaches are given the time to find evidence of student thinking and discuss that with teachers, it helps validate the work the teachers are putting in. This would help teachers feel competent in their work, without the pressure of always being evaluated for the right/wrong practices. This idea of practicing teacher reflection if incredibly valuable when it becomes a "way of life" for the teacher. Instead of just reflecting at the end of the semester, they will begin to reflect more often and with a focus on student impact - which will ultimately focus that teacher to ensure student thinking is not just happening, but is effective in their classrooms.

Amber Williams

2026-01-27 15:42:27 UTC

Q1: “How do coaching conversations promote teacher reflection?” The coach brings their own observations and perspective to lead the teacher to consider things that they may have missed. For example, the coach notes student conversation when the teacher was elsewhere in the classroom. The coaching conversation also leads the discussion of what is going great (which validates what the teacher is doing) and challenges of what can be improvemnt (which inspires the teacher of how to make changes with the criteria). In short, the coaching conversations are able to refine the teacher's own thinking.

Amber Williams

2026-01-27 15:46:01 UTC

Q2: "How might formal/informal coaching impact student learning on your campus?”

On my campus, I see a lot of informal coaching taking place. This school year our district is requiring every teacher to complete a coaching cycle. I believe that effective coaching leads to reinforcement of what is going great and improving what can be improved. This directly impacts student learning as teachers can implement what is working well and what can be improved on.

Lashana Barnes

2026-01-27 15:46:03 UTC

Q2: Formal and informal coaching can positively impact student learning by strengthening instructional practices and promoting reflective learning. Formal coaching provides structured support through goal setting. Informal coaching allows for timely relationship based conversations.

Lashana Barnes

2026-01-27 15:48:47 UTC

Q1: Coaching conversations promote teacher reflection by creating space for educators to think. These conversations help teachers make connections between strategies and outcomes. They also help teachers determine their next steps.

Patricia Burnett

2026-01-27 15:50:13 UTC

Q1: How do coaching conversations promote teacher reflection? Coaching conversations promote teacher reflection by encouraging teachers to analyze their instructional practices, consider student outcomes, and identify areas for growth through guided questioning and feedback. This reflective process helps me develop greater self-awareness and make intentional improvements in my teaching.

Emily Friesen

2026-01-27 15:52:14 UTC

Q1: Coaching conversations promote teacher reflection because they slow things down and allow teachers to think out loud about their practice. When a coach asks reflective questions instead of giving directions, teachers are able to make sense of student work, recognize what’s working, and identify areas for growth on their own. That kind of reflection feels more meaningful and leads to clearer next steps, stronger confidence, and a deeper investment in improving instruction.

Patricia Burnett

2026-01-27 15:52:25 UTC

Q2: How might formal/informal coaching impact student learning on your campus?

Formal and informal coaching can positively impact student learning by strengthening instructional practices through ongoing support, feedback, and modeling. As teachers refine their strategies and respond more effectively to student needs, instruction becomes more engaging and targeted, leading to improved student achievement across the campus.

Emily Friesen

2026-01-27 15:53:08 UTC

Q2: Formal and informal coaching both support student learning by helping teachers reflect and adjust their instruction in meaningful ways. Informal coaching often happens in the moment and supports small but immediate changes, while formal coaching allows teachers to step back, analyze student work, and set intentional goals. When coaching conversations are centered on student evidence, teachers can better understand what their students need and respond with more effective strategies, leading to stronger and more consistent learning experiences for students.

Misty Bailey

2026-01-27 15:56:30 UTC

Q1: Coaching conversations allow a teacher to see things they may have missed because they are getting to see it through another perspective/set of eyes and ears. When a teacher can step outside of the box and see the bigger picture, they can then determine the next steps and evaluate the lesson in a different way. Informal and formal evaluations work together to produce positive outcomes. I do not feel you can effectively have one with the other.

Ali Johnson

2026-01-27 15:58:40 UTC

Q1: A good coaching question can help a teacher step away from their assumed practices or routines. When I am observed, I may assume that a lesson went a certain way and all is well -- and it totally could have gone well. But, the conversation that follows should provide a new perspective and give me something to work on or try out. The coach in the formal coaching video said "I challenge you..." which is a great way of nudging a teacher who may already be heading in the right direction. It's a way to rethink without a negative connotation.

Misty Bailey

2026-01-27 16:01:03 UTC

Q2: I believe that both informal and formal coaching can impact student learning on any campus. One must have informal coaching to know that a teacher supports another teacher, this is where you get that you are part of the big picture (aka the team). A teacher likes to know that they are valued by others and respected in that way. I think once a teacher has positive informal coaching, it changes the way the formal coaching is taken. When all teachers feel supported and helped, students will see those positive changes consistently throughout their different classes. Just as we like to see students work together in our class to meet a goal, students need to see teachers working together to complete goals as well. Teacher morale on a campus can HIGHLY impact student learning, and formal and informal coaching helps to be aware and work on campus morale by working to help achieve the same goals.

Ali Johnson

2026-01-27 16:01:38 UTC

Q2: We do a lot of observations on our campus, both formal and informal. We've already seen an impact. Funnily enough, it's not just affecting student learning outcomes, but we're seeing an effect on behavior as well. It shouldn't surprise us, since there is a definite link between engagement and behavior, but still a pleasant bonus. Our kids are pretty great anyway.

Amber Dunlap

2026-01-27 16:05:28 UTC

Q!: Coaching conversations emphasize evidence from student work/engagement to guide teachers into analytically reflecting on how their students are impacted. In the video, the coach highlighted conversations students were having that the teacher might not have heard due to being on the other side of the classroom. Having a coaching conversation helps teachers reflect on multiple aspects of their lesson. Coaching conversations opens up a safe place for teachers to deeply reflect on student impact.

Zac Holthoff

2026-01-27 16:06:34 UTC

Q1: Coaching sessions should prioritize teacher reflections. Reflection helps teachers internalize their strengths and weaknesses and become their own problem solvers. A coach can't be in every classroom, every day, so promoting and guiding self reflection is an important skill for teachers. The buy-in of growth for a teacher is the foundation of teacher efficacy so it only makes sense that this should be the focus of a coaching session.

Amber Dunlap

2026-01-27 16:07:54 UTC

Q2: Formal/informal coaching can impact student learning by guiding teachers into analytically reflecting on what students are learning based on student work and conversations. Overall, this type of reflection strengthens instructional practices which leads to impacting students greater.

Amy Millett

2026-01-27 16:08:13 UTC

Q1: Coaching conversations promote teacher reflection through the use of effective questioning, listening, and referring to evidence. The evidence may come from both student work and observational data. The coach in the video did an amazing job at using questioning to bring him to the idea of needing success criteria on his own rather than just brining it up and explaining it to him. When she asked a question, she listened to his answer and then summarized it and referenced back to the work/observation notes that supported his answer.

Beth Cranor

cranors — 2026-01-27 16:09:42 UTC

Q1--How do coaching conversations promote teacher reflections--The coach is able to bring in observations that the teacher might have missed while conducting the lesson. By questioning the teacher and providing data, the teacher is able to see what actually worked and what did not work during the lesson. This allows the teacher to make adjustments to lessons and better meet the needs of the needs of the students.

Zac Holthoff

2026-01-27 16:09:50 UTC

Q2 - Coaching conversations, if done with intent and data, will build a culture around teacher efficacy. If teacher efficacy is a priority then student achievement and growth will follow, because we know that teacher efficacy is the number one factor of student achievement.

Julie McKinniss

2026-01-27 16:11:36 UTC

Q1: How do Coaching conversations promote teacher reflection? It is a great way to have a conversation and talk about the good/the bad/ and how to fix a lesson to make sure all students can learn. It is an opportunity to think about what you can do next time to help your students. Talk with someone else and get their opinion about your lesson. As we saw in the video, the teacher and the coach having an open converstation he thought of another way to help his students understand by making a rubric the next class. Having those sit down conversations I feel makes it easier to talk to someone and as they are giving you feedback, your mind can be thinking on what else I can do to help my students.

Krissi Beeks

2026-01-27 16:11:51 UTC

Q1: Coaching questions promote teacher reflection by guiding teachers through their thinking step by step with the support of a coach. If used in the way shown in the videos, coaches can use the questions in a way that naturally guides a conversation and allows the teacher to reflect naturally using prompts and feedback.

Sarah Franklin

2026-01-27 16:13:43 UTC

Q1: Coaching conversations promote teacher reflection by taking the time to consider the effect of the teaching on student learning. An outside perspective provides insight and new ideas to consider. A coach can ask guiding questions to help a newer teacher figure out what they need to know, and in time they can ask themselves those same questions.

Kaye Chiles

2026-01-27 16:14:14 UTC

Q1: Coaching conversations stay curious with open-ended questions that give a teacher time to practice self-reflection. Starting with gentle lead ins...."Did you feel good about today?" "Did you get everything you wanted done today?" Then looking at specifics in student work: "Did students know the criteria for their written work?" "How can we build that in?"

Amy Millett

2026-01-27 16:14:34 UTC

Q2: Formal/Informal coaching could have a positive impact on student learning on my campus. We talk in the hallways a lot, but not necessarily about the right things. If we started to ask more reflective questions and encourage the positive, we could impact student learning more. We unfortunately don't get any time to observe each other to really see what is happening and do any kind of coaching.

Darcy Ireland

2026-01-27 16:14:47 UTC

Q1: Coach conversations provide an opportunity for teachers to reflect and think through their reflections with another teacher. The coach has an opportunity to guide the reflection by asking clarifying questions or guided the teacher into reflecting on something they might not have thought about.

Julie McKinniss

2026-01-27 16:15:17 UTC

Q 2:How might formal/informal coaching impact student learning on your campus?” On my campus I see and hear informal converstations happening all the time. I teach special education and sometimes the best way to help students is to have those informal conversations so then we can interact quickly with the student if we need to. Formal coaching I feel is also needed to be able to reflect on learning, have time to look through student work, set a goal for the next lesson, and how the lesson can be improved if needed to be.

Sarah Franklin

2026-01-27 16:16:27 UTC

Q2: Formal and informal coaching can impact students learning on my campus by creating time to reflect collaboratively. New ideas and perspectives can be exchanged. Taking the time to reflect on student learning will help specify struggles that students are having and then those struggles can be addressed.

Krissi Beeks

2026-01-27 16:16:44 UTC

Q2: When using student work and data to guide coaching sessions, the coach is able to encourage the teacher to keep refining what is effective in their instruction. In creating a safe and encouraging relationship, it also allows a coach to lead a teacher in taking action to improve any weak teaching strategies. This strengthens the teachers ability and allows students to learn more.

Beth Cranor

cranors — 2026-01-27 16:17:38 UTC

I think both formal and informal coaching would impact student learning on my campus. With my campus having tremendous struggles with student achievement this would allow teachers to have evidence of what is working and not working in the classrooms and what adjustments need to be made. Coaching by another teacher would take the pressure off of teachers because they might see another colleague as less intimidating than an administrator. The teachers in my district often feels as though the administrators are there to try to find them doing something wrong. There is a lack of trust for administration. Having a colleague performing informal coaching observations would allow the teacher to feel more relaxed and there would be a more collaborative mindset on how to move forward with making changes that would benefit students in our school.

Darcy Ireland

2026-01-27 16:17:45 UTC

Q2: Formal and Information coaching conversations, can have a positive impact on student learning by keeping everything centered on student work and data. A lessons should not be evaluated on how a teacher "feels" it went. Instead, it should focus on using student evidence to drive the conversation.

Kaye Chiles

2026-01-27 16:18:57 UTC

Q2: Formal/Informal coaching can impact student learning, but keeping student learning at the forefront of what we do everyday. I may not be in a formal coaching position right now, but if I'm asking my teammates and collegues questions like, "How'd today's lesson go?" Did you get everytihng done that you wanted?" "How did you engage these kids today because this full moon is the real deal?" "How are you asking deep thinking questions because I find myself asking simple questions lately?" This keeps my whole school/hallway focused on us as educators impacting student leanring, not managing unwanted behaviors. I don't have to be a formal coach, and I can still impact the kind of high quality colleague I want around me, and improve student learning along the way. The students will come and go, but that colleague next to me could stay there for decades... how do we help iron sharpen iron.

Matthew Jimerson

2026-01-27 16:22:21 UTC

Q1: Coaching conversations can help illuminate how teacher's instructional practices and methods directly impact student learning. Good coaches prompt teachers with questions that cause the teacher to reflect on why he or she does or is doing to then connect it to what the desired impact is in the classroom. When the coach asked those leading questions, the teacher was then able to recall by clearly explaining why a system or strategy was working or needs to be adjusted based on the question without the coach addressing directly.

Kellie Allen

2026-01-27 16:22:30 UTC

Coaching conversations really prompt teachers to reflect on their practices. By using things like "wait time" and looking at student data together, we can see how the teaching is affecting the kids. It moves us away from just "guessing" what works and helps us become more intentional, always keeping the students’ success at the center of the conversation.

Matthew Jimerson

2026-01-27 16:26:05 UTC

Q2: Both informal and formal coaching will allow our teachers to continuously and actively reflect on his or her teaching to be more effective to increasing student learning without the pressure of administrative involvement.

Holly Denton

2026-01-27 16:27:59 UTC

Q1: Coaching conversations can lead the teacher to think about their teaching in a way that they haven't previously thought about. A mentor is able to objectively look at the student learning. They are then able to offer that prospective to the teacher. While offering their prospective and asking guiding questions, it allows the teacher to make sense of the student work and understand where they may need to refine something.

Kellie Allen

2026-01-27 16:29:29 UTC

I believe that both formal and informal coaching are vital for student success because they keep our focus on intentional growth. Formal coaching impacts students by giving teachers a clear goal and a dedicated space to reflect on their best practices. It’s a chance for us to look at our strengths and build on them, while 'bouncing ideas' around with someone who has an outside perspective to find new ways of accomplishing our goals. On the other hand, informal coaching is just as powerful because it happens in the moment. These quick conversations allow for immediate feedback and validation on things happening right now in the classroom. Together, these approaches create an open line of communication and show a true commitment to growth, ensuring that we are always evolving to meet our students' needs.

Sherrin Tucker

2026-01-27 16:36:43 UTC

Q1 -They promote teacher reflection by making a change from just what the teacher is doing, and focusing on what the students learned and how the lessons led the instruction. You are able to use the student data and work to drive the lessons and meet each student where they are struggling or need to be pushed more. The questioning can be open ended or prompting to support students where they, or scaffold to move ahead. It helps you give intentional feedback and help pinpoint the needs of every student. It also helps you prepare for the next lessons based on where each student is at.

Jesse Owens

2026-01-27 16:42:33 UTC

Q1:

In general, outside criticism drastically accelerates ones improvement in any practice. The same holds true for teaching. Another set of eyes and hears in the room can tell you their opinion of what is going well and what is not. This then leads to the teacher reflecting on the aforementioned domains.

Holly Denton

2026-01-27 16:43:11 UTC

Q2: Formal and informal coaching can both have an impact on student learning on our campus. In formal instances, this can lead to really evaluating the teaching practices and looking at the student data to support those practices. When we are constantly looking at the data and working towards refining the instruction based on that, students are going to be positively impacted. Informal coaching leads to teachers feeling safe to ask questions without the pressure of a formal evaluation. My campus tends to participate in a lot of informal coaching opportunities. We have the relationship built to where we feel comfortable asking each other for ideas to help our students when something isn't going how we had planned. When we all build upon each others ideas, we are able to strengthen our own practices which then leads to having a greater impact for the students.

Sherrin Tucker

2026-01-27 16:47:00 UTC

Q2- Both formal and informal coaching can impact a student's learning because their are different types of coaching needs. Informal coaching could consist more of building relationships and trust, and modeling different types of learning. Coaching can give you clear expectations, opportunities to ask for support or get prompts, clarify instructions, model higher- level thinking, implement accommodations, reduce anxiety and feel like you are successful moving forward. Coaching is like a working document... you will continue to grow and change as you add to it or tweak it.

Brittany Boeving

2026-01-27 16:55:39 UTC

Q1- Coaching conversations promote teacher reflection because it gets teachers in the mindset to analyze what we are doing, why we are doing it, and if it is effective.

Brittany Boeving

2026-01-27 16:57:51 UTC

Q2- Formal and informal coaching is important to keep teachers in the right mindset. We need to constantly be reflecting on if and how our teaching is affecting the students, whether or not they are achieving mastery of the content, and what to do if they are not. Collaboration is an important tool for growth and development. Seeing things from a new perspective can help teachers improve in ways that they never would have thought of alone.

Donna Batte

2026-01-27 17:02:16 UTC

Q1: Coaching conversations encourage reflection on the lesson goals, presentation, student participation, outcome, and success of the lesson. The coach is able to provide data in areas the teacher may have missed. These conversations ground the teacher in student success and what that looks like in their classroom. Good coaching leads the teacher to come to their own conclusions/thoughts through questioning and not simply telling.

Donna Batte

2026-01-27 17:08:39 UTC

Q2: Formal and informal coaching could have an impact on student learning in my building if we start using our time on duty, time in the hallway, time at lunch, etc., to discuss/reflect with others on our student successes/struggles and gain insight from others about their successes regarding student achievement. The informal coaching allows for casual conversation. The formal coaching could have an impact on student achievement because it is directly related to my students and my lessons. It is more data driven which therefore makes it more student centered.

Angela Clark

2026-01-27 17:15:39 UTC

Q1: Coaching conversations organically force us to self-reflect and self-evaluate based on real evidence. This is the highest-level of learning. As teachers, so often we get bogged down in the logistics of planning, lack of time for grading, and the day-in and day-out pressure of caring for young humans. We forget how important discussing our progress and potential growth can be. Sharing ideas, suggestions for ways to improve, leads to stronger teachers. And having these conversations allows us to slow down and reflect on our own journey of growth and improvement.

Kristina Miller

2026-01-27 17:16:12 UTC

Q1: How do coaching conversations promote teacher reflection?

The coach can offer a different perspective. As teachers we get wrapped up in the standards, pre-teaching, vocabulary, adding background knowledge, steps, and scaffolding, all that lead to teaching that one standard. IT IS A LOT OF WORK. As teachers we can have a narrow focus and it can be frustrating. A coach can offer big picture ideas. They are not focused on getting all the standards in (per say) but on how to support the teacher in teaching and how to be successful. A coaching offering ideas/suggestions can help the teacher reflect in those formal and non formal meetings. It can spark new ideas that would not have happened without that outside perspective.

Kristina Miller

2026-01-27 17:16:56 UTC

Q2: How might formal/informal coaching impact student learning on your campus?

They can be encouraging and help spark ideas that can guide the teacher during the next lesson. They can give good insight and allow the teacher to see a clearer picture of what goes throughout the entire class.

Angela Clark

2026-01-27 17:19:30 UTC

Q2: Formal and informal coaching opportunities will undoubtedly improve student learning on campus because teachers are becoming more aware and open-minded. Teachers coaching teachers means that ideas are being shared, best practices are being replicated and then, to add to that, those same teachers are returning to the table to discuss and reflect on what worked. What I like the most about this strategy is how the conversations are based around student work and how to make the learning "stick" and to see growth in student performance.

Leslie Evans Q1

2026-01-27 17:28:17 UTC

Coaching converstaions that utilize open-ended questions encourage deeper reflection of the teacher which foster insight and growth. Open-ended questions allow the teacher to recognize challenges that occurred during the observation/lesson, as well as, recognize opportunites for improvement and growth. Coaching conversations support the work the teacher is already doing and encourage the teacher to discover solutions and actionable goals that will continue to strengthen and enhance the teacher's craft.

Leslie Evans Q2

2026-01-27 17:44:09 UTC

If students work is at the center of the coaching conversations, the focus is on student achievement. What do you (teacher) want students to be able to do or produce to let you (teacher) know the learning they did was successful? The partnership between coach and teacher focused on student learning will promote and improve student engagement and achievement.

Victoria White Q1

2026-01-27 17:53:48 UTC

Coaching conversations promote teacher reflection by giving us that intentional "pause" in our work to examine the evidence of our impact through the student data. It shifts our focus to "what I planned" to "how was it received" and brings awareness to the steps needed to move our students forward.

Victoria White Q2

2026-01-27 18:03:59 UTC

Formal/ Informal coaching could move our building from some grades having high impact to all grades having high impact. By reflecting on our craft and analyzing student work for impact, our teachers would have a clearer picture of the path their students need to be successful. Through positivity, support and meaningful collaboration, coaching could transform our mindset into one of continuous improvement.

Deyyonna Penister

2026-01-27 18:55:17 UTC

Q1: How do coaching conversations promote teacher reflection?

It promotes open-ended reflection questions to help the teacher shift her thoughts from, "oh I wish this had happened", to this is the reality of what actually happened, and this is what I need to do to improve. Coaching conversations help the teacher feel comfortable to deep dive and allow support.

Q2: How might formal/informal coaching impact student learning on your campus?
Formal/informal coaching on my campus would promote engagement with not only the students but also the teachers as well. It would help ensure strategies are implemented with fidelity to improve student academic outcomes.

Tony Hooker

2026-02-19 00:46:13 UTC

How do coaching conversations promote teacher reflection.....Coaching conversations promote teacher reflection by focusing on the impact of instruction using student evidence and encouraging teachers to think about their own practice and next steps.

Tony Hooker

2026-02-19 00:47:21 UTC

“How might formal/informal coaching impact student learning on your campus?" It can improve student outcomes by supporting teacher reflection using student evidence and guiding intentional changes in instruction.

Cara Melson

2026-02-19 15:23:14 UTC

Q1:Coaching conversations promote teacher reflection because they make thinking visible, connect instruction to student evidence, and move teachers intentionally along the continuum.

Without structured conversation, most reflection stays surface-level.

Cara Melson

2026-02-19 15:24:35 UTC

Q2: Students don’t struggle because they “can’t.” They struggle when instruction isn’t precise enough. Coaching sharpens precision.

Samantha Breedlove Q1

2026-02-19 15:28:26 UTC

Coaching conversations in the formal and informal setting help promote teacher reflection. When teachers have those conversations, it causes them to think about what went well and what didn't go as well as they had thought. Student achievement can increase as teachers reflect on their lessons

Samantha Breedlove Q2

2026-02-19 15:30:58 UTC

Formal and informal coaching can positively impact student learning. By having these types of conversations, student learning is brought to the forefront of our minds and therefore is brought back to the focus of teaching.

Greg Stinnett

2026-02-19 15:41:18 UTC

Q1: How do coaching conversations promote teacher reflection?

The conversation provided the opportunity to examine the student work and think about next steps. It brought the teacher to the realization that he could have students do the "heavy lifting" and develop their own success criteria--which in turn gave him a future lesson.

Greg Stinnett

2026-02-19 15:46:02 UTC

Q2: How might formal/informal coaching impact student learning on your campus?

Both formal and informal coaching will allow teachers to discuss with peers and refine their strategies. Formal coaching, being entirely student work centered, will allow teachers to better understand what students need and respond with better teaching strategies. This will in turn lead to improved learning experiences for students.

Katie Brown Q1

2026-02-19 15:48:19 UTC

Coaching conversations promote teacher reflection by looking at the big picture of the lesson taught. The mentee must reflect on the student impact/work in a way that encourages them to think about what went well, but also how they can improve for next time. The coach will ask questions that require the mentee to think about their teaching methods which will automatically make them reflect and decide what they can do differently next lesson.

Katie Brown Q2

2026-02-19 15:52:21 UTC

Formal/informal coaching will impact student learning on my campus greatly. With my experience, I have seen newer teachers without much lesson planning experience, especially if they do not have a traditional teaching license, but are in the process. Having a coach to guide them will have a positive impact on their overall lesson planning, classroom management, and lesson delivery.

Thomas Roy

royt8 — 2026-02-19 16:09:59 UTC

Question #1 Coaching Conversations help guide the teacher towards reflection. In the videos we saw the coach both informally and formally ask "guided" questions to focus the teacher's reflection. The coach asked questions that help refine the teacher's reflection process. This is so important, as teachers, once we truly learn how to reflect on the "how and the why" of our lessons and assessments, the better we can reach our students and help them achieve mastery of the intended skill.

Courtney Phaup Q1

2026-02-19 16:14:02 UTC

Coaches have the opportunity to provide guiding questions that require teachers to reflect on their practice. The conversations between coaches and teachers provide a model for teachers to use in the future when they are doing self-reflections about their practice.

Thomas Roy

royt8 — 2026-02-19 16:14:23 UTC

Question #2 The use of formal/informal coaching is critical in reaching our students. With the use of formal/informal coaching, teachers will learn to refine their ability to affectively reflect on their lessons. This should lead to teachers asking, "How and Why" as opposed to just doing a lesson for no real tangible reason. Coaching should lead to more effective teaching, reflection, and better planning for future lessons.

Courtney Phaup Q2

2026-02-19 16:21:54 UTC

Through the use of coaching teachers are required to intentionally reflect on their practice, refine their practice and eventually align their practice to their students' needs. These practices positively impact student learning and teacher practice.

Travell Green

travell_green — 2026-02-19 16:23:55 UTC

Q1: Coaching conversations promote teacher reflections by guiding the teacher-learner with questions that force him/her to consider the impact that his/her teaching is having on student learning. The coach uses probing questions that encourage the teacher-learner to think deeply (reflect) on his/her teaching in the classroom.

Travell Green

travell_green — 2026-02-19 16:28:19 UTC

Q2: Informal and formal coaching would have a positive impact on student learning on my campus because coaching pushes teachers to reflect on what they are doing well as teachers and what needs to be improved. This increases teacher efficacy which has a direct impact on higher student growth.

Tamara Davis

2026-02-19 16:35:26 UTC

Q1 - Coaching conversations can promote reflection through effective praise, and intentional questioning that encourages the teacher to think deeply about their teaching strategies and student response/involvement in the lesson. The coach is able to point out and discuss specific ideas from the lesson. Using specific examples can help remind the teacher of a specific instance and give them a place to build from. The questioning strategies the coach used were very intentional in helping the teacher think about their instruction more deeply and inspired teaching strategies that can be even more effective in supporting students learning. The questioning was always accompanied by evidence from students and specific examples of instruction.

Tamara Davis

2026-02-19 16:41:44 UTC

Q2 - I think formal/informal coaching is tremendously helpful for positive student growth. Coaching provides reassurance, praise, and encouragement to teachers, which is then passed on to students. Coaching helps teachers recognize and receive feedback about good instructional practices that can increase positive student performance. an informal coaching session that happens as you're walking down the hallway, or over lunch provides more immediate feedback and can help teachers feel supported and encouraged in the moment. Formal coaching sessions help teachers recognize current success as well as modify instruction for greater student success in the future.