EdCircuit Staff 
Table of Contents
A Model to Build Instructional Coaching Coherence Editor’s Note: This is Part Two of a Two-Part Series
by Howard Pitler, Ed.D.
The coaching cycle
To be most effective, coaching should be undertaken as a long-term process. A commonly used duration for a coaching cycle is one grading period. During each coaching cycle, the coach and coachee should begin by agreeing on a specific goal or goals to be accomplished. There should be a clear connection between the agreed-upon goal(s) and the school improvement plan and district strategic plan. Figure 2 is an example of a Coachee/Coach Goal Planning Template:
The initial planning process should identify not only the agreed-upon teacher learning goal for the coaching cycle but how to progress to the goal will be monitored. It is suggested that the coach and coachee work together to develop a rubric for the various components of the goal
Observation Planning Meeting
- The coach meets with the coachee to discuss the lesson to be observed.
- What is the learning intention?
- What activities will support the learning intention?
- differentiation to meet students need
- technology to enhance learning
- anticipated concept struggles
- informal/formal assessments of learning
- Teacher ‘stretch goal.”
Observation
The coach observes the lesson (or views a teacher-created video of the lesson) and takes notes based on the planning meeting.
Planning for the Reflective Meeting
Reflective Meeting
- Share data
- Ask the teacher to reflect on the section focus of the lesson – using the data gathered from the tool
- Ask reflective questions
- Repeat and verify what you heard
- Set a goal that focuses on the change
- Offer a strategy to support the change
- Schedule the follow-up action
- Reflective Meeting Action Plan
Reflective Meeting Plan
- If the teacher understands the goal, create an action plan with him/her that includes:
- Action dates
- Who will be responsible for what
- How will you know if your plan is effective?
- If a teacher does not understand, you offer:
- To share research or professional article.
- To model.
- To co-teach.
- To co-plan
- To provide coverage while the teacher watches a master teacher
After the action plan is mutually developed between coach and coachee, a schedule of follow-up visits is developed to work the plan. An example of a follow-up schedules is below (Figure 3):
Summary
Everyone can benefit from having a coach. Professional sports teams have multiple coaches to help outstanding players reflect on their craft with the goal of becoming better. A good instructional coach can provide the same benefit for teachers. Just as a group of football coaches work under the head coach to move the team toward an agreed-upon goal, district instructional coaches will be most effective as a group if they have agreed-upon processes and procedures that move the district toward their goals. Coaching is specific to each individual coachee, but having a common set of procedures and protocols for all coaches will help the district move forward.
References
CUREE (2005) National Framework for Mentoring and Coaching, available here.
Author
Howard Pitler is a dynamic facilitator, speaker, and instructional coach with a proven record of success spanning four decades
Pitler is an ASCD Faculty member and the author of several ASCD publications including Classroom Instruction That Works, 2nd edition, Using Technology with Classroom Instruction That Works, and A Handbook for Classroom Instruction That Works, 2nd edition. Contact Pitler at hpitler@gmail.com or on his website.
Follow Howard on Twitter.
Further Reading
- Edutopia – Coaching the Veteran Teacher
- ASCD – The Many Roles of an Instructional Coach
- EL Education – Coaching for Change: Effective Instructional Coaching
