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Coaching Cycle

Coaching Cycle

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Published by mcstei

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Published by: mcstei on Jan 04, 2013
Copyright:Attribution Non-commercial


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Coaching Cycle
 Coaches employ a range of coaching and development strategies and techniques to develop, broaden, and refine
teachers’ knowledge, skills and mindsets to maximize our teachers’ impact on student outcomes.
Coaches enableteachers to develop the habits essential to continuously increasing their own effectiveness, so as to lead their studentsto make the significant academic progress and personal growth necessary to succeed.The coaching cycle has two primary purposes:
increase student achievement
through targeted support and problem-solving
build teachers’ independent ability to reflect on their own practice
through problem-solvingIn addition to accomplishing these two primary purposes, the coaching cycle supports teachers in maximizing theexperiential learning opportunities afforded by our TEM Teaching and Learning Framework:
By reflecting on evidence
coaches use data and evidence on student outcomes and student actions that
correlate to teachers’ actions and teachers’ underlying knowledge, skills and mindsets.
By recognizing successes
teachers benefit from recognizing their own successes, and having others recognizethem as well in order to gain confidence as well as understand and build upon their areas of strength.
By identifying and following-up on solutions/next steps
teachers and coaches execute strategic, specific nextsteps that will cont
ribute to teachers’ increased effectiveness and hence to their students’ achievement.
 The coaching cycle is comprised of three phases of work:
In the analysis phase, coaches use multiple points of evidence to identify potential professional developmentpriorities for a particular teacher.
This typically involves studying a teacher’s lesson plans,
analyzing student work andstudent data, and conducting a classroom observation. At the PLC level, this requires coaches to draw upon their workwith individual teachers to identify trends across campus.
There are two components of alignment that are critically important:
Alignment between people.
Alignment at all levels
between teachers and coaches, among coaches andbetween a coach and manager
is critically important. Typically, coaches align directly with teachers via debrief conversations in which coaches illuminate professional development priorities, invest teachers in theirprofessional development priorities and action steps
, and build teachers’ independent ability to
reflect on theirpractice. At the PLC and Regional-level, coaches align with other school leaders to determine school- andRegion-wide needs.
Alignment of outcomes, causes and solutions.
During debrief conversations, both teachers and coaches workto draw out the connections between student outcomes and student actions, between student actions and
teacher actions, and between teacher actions and the teacher’s underlying knowledge, skills an
d mindsets.Additionally, coaches
work to ensure that the next steps will truly increase a teacher’s proficiency in their
prioritized areas of growth. Through this process of identifying outcomes, causes and solutions, coaches ensurethat they are maximizing student achievement in the most efficient and effective manner possible.
Coaches work with teachers to determine the most
appropriate professional development activities (“solutions”) to
most efficiently close gaps in their practice or to build upon existing strengths. To this end, coaches use a variety of coaching strategies:
Real-Time coaching
: providing concrete & specific feedback in the moment followed by observing teachers do itagain until (ideally) a coach sees mastery of the skill (e.g. using ear bud technology)
: building a teacher’s vision of what a particular instructional practice looks and sounds like wh
enexecuted well.
recording and reflection:
a coaching strategy designed to increase a teacher’s self 
-awareness and abilityto analyze their own practice.

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