Collaborative Partnerships Module 5: Cohort 8, Arkansas Lead Pathway Designation FY26 by

Preparing to Coach in Formal Settings

AR_Lead — 2025-06-23 12:22:47 UTC

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

Directions

AR_Lead — 2025-06-23 12:22:47 UTC

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.

Brittani Schoonover

bschoonover — 2026-02-26 15:49:25 UTC

The things coaches do to prepare for a formal meeting are essential. They have to gather data/student work and materials, collaborate with teachers, make informed decisions about differentiated instructional needs, and decide how to assess progress towards mastery. This must be done while building a relationship with the teacher, who should see them as a partner. Without these things being done before a formal meeting, it wouldn't have the same effectiveness or impact on student learning. The prep-work is essential to build the partner relationship, trust, and honesty that are the building blocks for growth and success.

Michele Lovett

2026-02-26 16:04:47 UTC

When coaches prepare intentionally for formal coaching, it makes the conversation purposeful instead of vague. That preparation supports effective coaching because it keeps the discussion grounded in evidence, centered on student outcomes, and aligned to clear next steps. It shows respect for the teacher’s time and makes the feedback feel targeted and actionable rather than generic.

Mandalin Kimmons

2026-02-26 16:08:44 UTC

Coaching cycles in my building have different meanings to teachers based on the person who will be your coach. Effective coaching characteristics such as positive, humble, student centered, knowledgeable, and building positive relationships need to be established before a coaching cycle can truly take form. Establishing that a coach is only looking for student growth by action and not just words. Being positive about the coaching that will take place will also be key in the teacher being open for the help in the classroom. It is hard for a teacher to say no to help in the classroom when the coach is focused on what the students are doing/learning rather than what the teacher is doing.

Mandalin Kimmons

2026-02-26 16:09:26 UTC

I think Brittany, you are absolutely right about making sure the relationship is built before the "formal" coaching cycle can happen.

Carrie Ball

2026-02-26 16:11:56 UTC

When coaches prepare for formal settings they model the practice they expect the teacher to develop. That preparation transforms coaching from just a conversation into a strategic support system for growth.

Brittani Schoonover

bschoonover — 2026-02-26 16:13:10 UTC

Michele, I love that you said, "purposeful instead of vague." That intentionality is so important! Also, I like that you mentioned keeping the discussion grounded in evidence. That helps keep it objective and based on facts, not feelings.

Carrie Ball

2026-02-26 16:14:48 UTC

Mandi, I completely agree with your effective coaching characteristics especially 'humble.'

Kim Powers

2026-02-26 16:18:57 UTC

When coaches intentionally prepare for meetings, it demonstrates thoughtfulness, commitment, and professionalism. Genuine

Mandy Robertson

2026-02-26 16:23:01 UTC

Preparing for coaching helps coaches be:

Knowledgeable - they can be prepared with strategies and best practices in mind. They will have resources ready to go.
Trustworthy - when coaches prepare, the teachers never feel like they are an afterthought. This increases respect and trust between colleagues because both are putting in the effort.
Differentiated plan - coaches will be able to plan for their questioning for each teacher. Some teachers need nudging and some need explicit questioning to focus a teacher to an area of improvement or reflection.
Student Centered - prep work allows the coach to be in the student work with the teacher. This keeps the conversation on student learning and not blaming teaching.

Kim Powers

2026-02-26 16:23:48 UTC

Michele, I love that you said it shows respect for the teacher's time. I have been in meetings where it feels like we are just checking off another box, and it was not helpful at all.

Katie Hutton

2026-02-26 16:25:08 UTC

For the coaching to be effecting in a formal setting, the trust in the relationship has to be set as the foundation first before any growth may take place. They are able to model, bring clarity, clear intentions to the table... the "I go first" approach. It makes the coaching in a formal setting much more meaningful and worthwhile.

Shawna Jordan

2026-02-26 16:25:58 UTC

How do the actions coaches take as they prepare for coaching in a formal setting support the characteristics of effective coaching? Coaches must take time to prepare for formal coaching sessions because it allows for a more in-depth experience for the educator. Time is always of value and in order to make the most of the time the coach must come prepared with open-ended questions based upon previous goals discussed during sessions. This allows the session to be targeted and precise, to make the most impact on student learning. Also a coach should pre-plan for sessions so that they will feel confident and able to respond effectively to possible responses.

Kendra Tallent

2026-02-26 16:26:31 UTC

When coaches prepare for formal settings, they must gather information about the needs of the person they will be coaching. Tailored coaching requires the coach to look at the needs of the teacher and then come alongside that teacher to work towards a goal. It is an opportunity for someone to say, "Hey! You are doing a great job!" and, "I see you are trying to teach towards this target. Let's think of some strategies to get your students there!" Coaches, first and foremost, are for support and guidance.

Mary Hadley

2026-02-26 16:45:08 UTC

Without preparation, coaching becomes a friendly chat that feels good in the moment but doesn't create lasting change in teacher practice or student learning.

Brandi Neel

2026-02-26 17:08:42 UTC

Taking the time to properly prepare for formal coaching is an important part of the process. It allows for the coaching interaction to be meaningful, impactful, and relevant. These were also some of the main characteristics we discussed when identifying what professional development looks like. Most importantly, preparing for coaching should center the attention on the teacher and the learning of the students.

Shon Larm

2026-02-26 17:10:00 UTC

When a coach takes time to prepare for a formal setting meeting, it gives the meeting purpose or a goal. Instead of just going through the lesson, they are working toward a student-centered goal through observation and student work.

Sarah Lee

2026-02-26 17:20:43 UTC

Using student learning data and learning targets to guide coaching allows for quantitative, concrete examples as well as meaningful reflection for teachers. This approach helps pinpoint effectiveness and identify clear goals moving forward. However, the most important word here is guide, not tell or instruct. Through positive comments grounded in student impact and guided questions that lead to teacher, not coach, reflection, this process supports authentic growth. As teachers, we are told that students should be thinking and working harder than the teacher. The same is true for coaches.

Dara Tayes

2026-02-26 17:29:31 UTC

The actions coaches take support the characteristics of effective coaching by making the focus on goal driven that are aligned to standards. Also, impacting student and teacher learning by being instentional with making informed decisions to affect student outcomes positively. Last, ensuring that it is an ongoing process using reflection to keep focus on student achievment.

Barbara Clements

2026-02-26 17:33:51 UTC

Once a relationship is established, the coach and teacher can work together to improve student learning. Effective coach requires listening as well as talking.

Patty Hodge

2026-02-26 18:03:32 UTC

Coaches should take preparation for the coaching cycle like they do for lesson planning for the students. You have to know the TESS indicators and know what the teacher needs to do in order to have an idea what needs to be done. You have to have a goal and "learning target" as well as gather evidence to make the coaching session about what it needs to focus on. It isn't just a debriefing or whine session, it should be focused on student growth.

Renee Myers

2026-02-26 18:12:04 UTC

The actions that coaches take set the tone for the coaching/teaching experience. If the teacher leader engages in coaching that is student driven, this takes the burden off of the coach to be the "evaluator." I think this dichotomy is often what is perceived by mentees and they view the coaching cycle as a "gotcha." Tangible, student driven measures provide a framework for driving instruction and it is designed to build on teacher/student successes. Effective coaching sets the teacher up for a cycle of reflection that drives their own growth and professional development. The actions that coaches take (when effective) support professionalism and ownership.

Eleanor Wallace

2026-02-26 18:48:39 UTC

Preparing for coaching sessions indicates commitment. Teachers need to know the coaches are committed before they will trust and consider a relationship. Organizing cycles, setting goals and schedules reveal a commitment with follow-up that is often lacking in school for teachers.

Staying focused on student evidence keeps coaching sessions from devolving into frustration and focuses on what is working and can be used in areas that aren't working.

Co-teaching -- taking the time to watch each other teach and look for ideas or routines that work will build a relationship and remove the feeling of a "gotcha" situation.

Eleanor Wallace

2026-02-26 18:52:32 UTC

Kim, I agree that prepared coaches are thoughtful and professional. If the coach is flying by the seat of their pants, the teacher doesn't feel valued. As the queen of balancing too many things, I will need to focus and set aside specific time so that the other person feels valued. Because my words might say I value the other person, but my actions may not say it.