Empowering Leaders

Professional Development
The Coaching Cycle and Beyond

By Rolanda Brown
EAD 533
Grand Canyon University
December 9, 2020
Selecting Faculty Leaders

Criteria Selection Process

● Evidence of the skills they possess that ● Application
relate to their current job. ● Interviews
● Evidence of dispositions that leaders need. ● Staff Feedback
○ Personality assessments. ● Final Selection
○ Observation
● Evidence of success in skills that relate to
the job.
The Coaching Process
Value in the Coaching Process

● Improves teacher practice

● Improves learner success.
● Encourages teachers to implement new techniques

“Training led by coaching led to 80 percent to 90

percent of implementation of new practices”
(Pierce & Buysee, p. 2, 2014).
Observation

● Observing teacher in the learning

environment.
● Opportunity for coach to collect data.
● Shows the coach opportunities to model new
practices.
Modeling

● Can be called Demonstration.

● Coach shows teacher how to use a practice
correctly.
● Can occur with and without learners.
● Supports learner improvement.
Performance Feedback

● Must be specific
● Positive and respectful
● Timely
● Corrective
● Based on data.
Alliance Building Strategies

● Collaboration
● Building the teacher-coach relationship
● Strong partnerships
● Non-evaluative
Based on reading test data, the instructional coach notices that second grade
teacher’s students are struggling with reading and making few improvements.
The instructional coach observes the lesson and notices the teacher is
incorrectly using the guided reading process. They model this process for the
teacher with a group of students, pointing out the mistakes that the teacher
needed to correct. They observe the teacher reteach using the correct
procedure and provide feedback to the teacher on student improvement.
Later on, they review new data and provide effective feedback to the teacher,
showing them the improved student outcomes. This, strengthens the coaching
relationship and builds trust between the teacher and the coach.

Faculty Example of Implementation

A classroom teacher approaches you about a paraprofessional that struggles
to provide adequate support to the students assigned to them. You conduct
an informal observation where you notice that the para struggles with
providing support without giving the student answers. You provide feedback
to the paraprofessional, explaining their mistake and modeling how they can
change their questioning practices to help the student come up with answers
on their own. Through more observation, you are able to see the support
staff’s improvement. You tell her this, which builds your the coaching
relationship.

Support Staff Example of Implementation

 References

● Levin, B. B., & Schrum, L. (2017). Every teacher a leader: Developing the needed dispositions, knowledge, and skills for

teacher leadership. Thousand Oaks, CA: Corwin, a Sage Company.

● Pierce, J. D., & Buysee, V. (2014). Effective Coaching: Improving Teacher Practice and Outcomes for All Learners [PDF].

National Center for Systemic Improvement.

● Public Impact, & Steiner, L. (Eds.). (2018). Teacher Led Professional Learning. Retrieved December 09, 2020,

from https://www.teacherledprofessionallearning.org/steps/selecting-teacher-leaders/