If you want to be a coach who is prepared, you must analyze the student work being discussed in the session beforehand. This ensures that the coach has authentic points ready to bring up to the teacher. Also, if you want to be an authentic coach, you have to have reflected on your teacher's lesson with intention. Going into a session without preparing your thoughts beforehand will make you as the coach sound ingenuine and vague. The more information you have reflected on as their coach, the better your session is going to go.

The actions include understanding where the students are and where they are going to go. Best practices include: organizing cycles that are data driven, goals centered on student learning, standards based learning targets, co-planning teacher instruction based on student evidence, coteaching with effective instructional models, and a way to measure the impact.

1. DOMAIN 1: We are expected to know our students both on an informal level (their personalities and interests) and formal level (assessments and performance tasks). When we prepare for a formal coaching session, we need all the data. The teacher's observations, goals, and student work aligning with the school's overall goals both need addressing.

2. DOMAIN 2: Creating a respectful environment is vital to a learning environment which is no different in a coaching situation. Even if a lesson went horribly wrong, the teacher needs to know they are safe and allowed to have a bad day. The coach is not there for final judgement, but a guide. Specific feedback, insights, helpful resources, and opportunities for "re-dos" are a part of the teacher's toolkit and should be a part of the formal coaching process as well.

3. DOMAIN 3: Communicating before the formal coaching session to establish a the rapport and respect will also be key in order to have honest communication during the formal coaching session. This is my favorite domain. A coach is there to help and to listen. Preparing excellent questions for the teacher based on observations can make a world of difference between a reflective teacher and a defensive one. This is also the domain where a coach can demonstrate flexibility and responsiveness. They can help establish goals, create coaching observation cycles, find different lesson delivery methods, and so on.

4. DOMAIN 4: Reflecting on teaching is what this is all about. A reflective teacher needs the help to go deeper into the why: why this standard, why this material, why this method, why this assessment, etc. These can be very hard questions to answer and not all teachers do this instinctively. It is paramount that a coach guide teachers through this process as it will lead them in the next choices that they make, including the next coaching/learning cycle.

You also need to make sure that your expectations are clear and that you have accommodations and supports for the students that need more assistance.

The formal coaching process takes time, thoughtfulness, and preparation. It starts going into the classroom for the initial observation.  A coach must be organized, maybe having a checklist when entering the classroom, the lesson plan, meeting with the teacher beforehand or exchanging emails so you are both on the same page, and being prepared to take notes throughout the observation. If the coach is unfamiliar with the topic, they take time to read and gain a clear understanding beforehand. When the coach is familiar with the topic and meets in a formal setting, it is important to remain nonjudgmental and allow for a two-way conversation. Coaching is about collaboration, not preaching. The process should begin with relationship building and then move to the lesson and the goal to be achieved during the meeting. The coach considers the teacher’s intent and how it aligns with the instructional goal being taught, using thoughtful notes and suggestions to support the teacher’s growth.