Coaches are busy, and there is no doubt they work very hard. But even with all of that hard work, they often wonder if they’ve made an impact. This can be a frustrating reality for coaches, especially since many come from the classroom—an environment that is rich in data and feedback. It can also be disconcerting for school and district leaders who want to know that coaching has been worth the investment.
A data-driven and outcome-based approach to coaching involves the following framework:
- The teacher and coach determine a goal for student learning that will be the result of a coaching cycle. Tip: Get specific and use the following language, “Students will…”
- The teacher and coach determine how they will measure student learning at the beginning and end of the coaching cycle. Tip: Work together to create an informal assessment or use an existing assessment tool. Use the assessment to guage student proficiency at the beginning of the coaching cycle for a baseline.
- After determining a baseline for students, the teacher and coach create a plan for how the instruction to close any identifyed gaps. Tip: Be open-minded when generating an instructional plan.
- The teacher and coach implement the instructional plan over a series of weeks. Tip: Throughout implementation, the teacher and coach reflect together on how the students are responding and how to adjust to better meet their needs.
- At the end of the coaching cycle, the teacher and coach reassess the students. Tip: Use the same assessment tool to compare how the students as a result of the teacher and coach collaboration.
- The teacher and coach identify the practices that the teacher is using as a result of the coaching cycle. Tip: Observation of the teacher by the coach and principal is an effective way to measure what changes have been put into place.
If you’d like to know more about coaching cycles, please see the next post!
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