Coaching should be:

• PREDICTABLE and CONSISTENT for both the coach and the coachee.
• INDIVIDUALIZED based on the agreed upon goals
• MUTUALLY DEVELOPED process with consistent protocols
• LONG-TERM PROCESS, commonly at least one grading period.
• CLEARLY CONNECTED to the school's and district's strategic plans.

Coaching Cycles should include:

• Initial meeting(s) with coach/coachee to mutually set the goal(s) for the cycle,
• Time for the coach to observe the coachee in the classroom,
• Time for the coach to provide model instructional strategies and tools,
• Debriefing soon after observations,
• Purposeful independent reflection by both coach and coachee,
• Meeting to provide and discuss feedback and reflections,
• Revisiting goal(s) to determine growth and identify next steps.

"Short-Cycle" Coaching

Learner: "I really want to learn how to use NearPod to give better feedback."

This type of cycle is focused around the learner wanting to know more about and become more comfortable with a particular tool and/or strategy. The coach and learner may/may not begin this cycle with a planning session where the coach briefly introduces the tool and/or strategy while learner takes this information and to explore independently and plan a lesson using the new tool and/or strategy. This may or may not involve the coach modeling and/or co-teaching a lesson while the learner observes and analyzes in order to plan for future lessons. The lesson delivery will depend on how comfortable the learner is with the tool or strategy. After the lesson delivery, the learner may need more support or may feel comfortable enough with using the tool on their own. However, it is always important to follow up with the learner and support them with whatever level of help they may need.

"Long-Cycle" Coaching

Learner: "Based on my last administrative observation, I need to work on student feedback. What can I do to give students immediate and meaningful feedback?"

This type of cycle is focused around growth goals. For instance, after a lesson or observation, the learner has concluded specific area(s) in which they need . The learner might do some reflection after a lesson or after an observation and come to the conclusion that there is a specific area of instruction they want/need to improve upon. It's also possible that the coach may have been the one to identify the area(s) to target based on a walk-through or (non-evaluative) observation. In this case, it is crucial to remember that coaching is never about what the learner is doing wrong, but what they can improve upon. Once the area of focus is identified, the coach and learner will decide on manageable next steps and the coaching outcomes. Now the coach will prepare resources and complete research on the best way to reach the growth goal. The resources and research will be presented to the learner. After a methodical discussion of next steps, the coach will model for the learner, co-teach with the learner, or observe the learner. Depending on the reflection phase of the cycle, the coach could participate in all 3 of these actions sequentially. After the phases are completed, the coach and learner will assess if the goal has been met. If not, the cycle can begin again.