Coaching Cycle

Audrey L. Karr
Grand Canyon University
EAD- 533 Empowering Leaders Professional Development
Dr. Justin Greathouse
July 14,2021
 Past and Present Job Skills
Teacher Disposition
Teacher Willingness to Collaborate and
Leader work with Others
Criteria Open-Minded to New Ideas
Commitment to Longevity
  Provide assessment criteria/form of
questions to administer to applicants
 Meet with possible teacher leader
Selecting candidates individually-discuss personal
and professional goals
Teacher  Assess data, observe classroom instruction
Leaders and reach out to possible references
 Determine most qualified or candidates
with the most potential
Coaching
Cycle
Components
Coaching  Listening to others to build trust and reflecting on best
practices
Values  Listen to learn and grow, not respond
 Being fully present in the conversation and respecting
one’s choices
 Trusting one’s expertise and staying true to the ultimate
goal
 Stay connected to personal learning networks (PLN’s)
 Relationship-Building Strategies
Observe

Coaching
Cycle
Feedback Model
 Ability to monitor a teacher in
their learning environment
Engage in coaching practices
OBSERVE by modeling or providing
performance feedback
Collect data of evidence based
practice used
  Coaches demonstrate how to
improve teacher academic practices
(new instruction or modifying
current instruction)

MODEL  Helps support academic outcomes

for all learners
 Can occur with or without learners
(during training or post-observation
conferences)
 EXPECTATIONS

 Specific
 Positive
 Timely
 Corrective

REFLECTING SCHOOL CULTURE & RESPECT

FEEDBACK  Positive, inspiring and motivation
 High Expectations
 Open-communication and honesty
 Supporting each other
 Collaborating
 Celebrating Success
 Working toward the same common goal
 Faculty
 Setting school goals
 Implementing a new curriculum (adopted by the district)

Coaching  Planning out grade level units (building a scope and sequence)

Example  Developing Assessments using the state standards

 Breaking down units using the three shifts: complexity, evidence, &
#1 knowledge (achievethecore.org)
 Teachers implement new curriculum in the classrooms while coaches
visit, gather data, collaborate and reflect on instructional practices
 Individual and whole school feedback is given through one-on-one
conversations and professional development trainings
 Adaptations are made and coaching cycle continues to evolve with the
changes in the schools learning environment
 Support Staff
Helping Special Education and Paraprofessionals meet
individual student IEP goals through the following:

Coaching  providing effective strategies to help build long term

knowledge, break down grade level standards that are essential
Example and incorporate them into students cognitive ability levels.

#2  Assessing students and gathering data to determine patterns,

gaps, areas of weakness or improvements.
 Research new instructional practices and model them in a small
group setting or without students.
 Provide positive and constructive feedback to help improve
student achieve and bridge the educational gap
  Beaton, A. (2017). Designing a Community of Shared Learning.
Educational Leadership.
https://web-b-ebscohost-com.lopes.idm.oclc.org/ehost/pdfviewer/pdfview
er?vid=1&sid=f37c630e-8f18-41a5-b749-0a290349618d%40pdc-v-sessm
gr02
 Levin, B. B., & Schrum, L. (2017). Every teacher a leader: developing

Reference
the needed dispositions, knowledge, and skills for teacher leadership.
essay, Corwin, a Sage Company. 

Slide  Pierce, J. (2015). Effective Coaching: Improving Teacher Practice and

Outcomes for All Learners. National Center for Systemic Improvement.
https://www.air.org/sites/default/files/NCSI_Effective-Coaching-Brief-50
8.pdf
 Real Values, n.d.. The Instructional Coach’s Real Values. Coaching
Redefined. http://leadered.com/wp-content/uploads/RealValues.pdf
 Sandstead, M. (2016). Cutting Watermelon: Lessons in Instructional
Coaching. Educational Leadership (73)4, 78-81.