Empowering Leaders Professional

Development
By: Anthony Medina
EAD 533
September 7, 2022
  Evaluation data demonstrates leadership ability.
 Leadership characteristics are displayed daily.

Selecting  Demonstrated ability to effectively communicate and, collaborate with

school faculty members.
Faculty  Demonstrated ability to make responsible decisions and lead by

Leaders incorporating ethical standards daily.

 Demonstrated commitment to the school community

 The coaching cycle begins with the pre-conference.
The pre-conference provides an opportunity for the teacher to discuss
lesson goals and purpose.

Instructional leaders provide teachers with suggestions and

Coaching recommendations to implement based on examining lesson plans and

lesson discussion with teacher.

Cycle During the pre-conference the teacher can discuss areas for concerns such
as student behavior, accommodations provided to students with IEPs and
504 plans.

During the pre-conference the instructional leader provides the teacher

with expectations and observation standards.
  The observation provides an opportunity for school leaders to
collaborate with teachers in the classroom.

 During the observation the teacher is observed by the school leader to

determine ways they can improve in the classroom

 The school leader observes the teacher using the school’s evaluation
Observation tool.

 The school leader checks for the teacher’s ability to lead instruction and
provide written or typed feedback the teacher can use for refence with
future lessons.
  The post conference provides an opportunity to discuss the observation.
 The teacher discuses how they felt the observation went and what they
could do next time to improve.

Post-  During the post-conference positive and constructive feedback is

provided to the teacher.
Conference  The teacher provides the school leader with ways they can help to
support them in the classroom.

 The school leader discusses a follow up plan to observe and team teach
with the teacher in the classroom to work on implementing strategies
discussed during the post-conference.
  The coaching cycle helps to accomplish goals in the school mission and
vision.

Coaching  The coaching cycle improves teacher’s performance in the classroom

which has a positive impact on student learning.
Cycle value  The coaching cycle builds positive relationships between school leaders

within The and faculty members collaborating in the classroom.

 The coaching cycle provides an opportunity for teachers and school

school. leaders to reflect on teaching.
  Feedback should be provided that is both positive and constructive.
 All feedback should be given with respect and reflect professional
ethics.

Feedback  Feedback that is provided should provide teachers with the ability to
improve in the classroom.

 Feedback provided should help improve the schools culture by

providing feedback that will boost staff morale.
  The coaching cycle can be implemented to improve a first year
teacher’s performance in the classroom. First year teachers can benefit
Implementing from a coaching cycle from an experienced educator such as a school

the Coaching
leader.

 The coaching cycle can be implemented to support staff such as

Cycle lunch/recess aides. The coaching cycle will help them to develop
strategies to supervise students in a safe manner.
 Coaching
Cycle Benefits
  Moody, T. (2019, May 7). 3 reasons why end-of-year coaching cycles are the best. 3 Reasons
Why End-of-Year Coaching Cycles Are the Best. Retrieved September 7, 2022, from
https://blog.teachboost.com/3-reasons-why-end-of-year-coaching-cycles-are-the-best

 Teddlie, C., Creemers, B., Kyriakides, L., Muijs, D., & Yu, F. (2006). The international system

References: for teacher observation and feedback: Evolution of an international study of teacher
effectiveness constructs. Educational research and evaluation, 12(6), 561-582.

 Anast-May, L., Penick, D., Schroyer, R., & Howell, A. (2011). Teacher Conferencing and
Feedback: Necessary but Missing!. International Journal of Educational Leadership
Preparation, 6(2), n2.