Our district uses the Teaching and Learning Framework (TLF) is for formal evaluation of teachers. This framework includes the California Standards for Teaching, and in this process, there is a general informational meeting for all candidates who are being evaluated formally.  The district uses the digital platform “My Growth System” for formal evaluation. All guidance, steps, forms, and documents used for formal evaluation are found in this database. A year-long calendar, which guides the process, is also found in this database.

For the informal observations, this school uses an observation tool that indicates the “look fors” set out by the weekly bulletin and space to write anecdotal records to give teachers instructional feedback via email. Teachers are able to respond via email or in person.

When Ms. M and I met for this coaching cycle, we had a conversation on the goals that Ms. M has for her professional growth. We looked at the Teaching and Learning Framework. Then, we jointly looked at  the California Standards for Teaching Profession (CSTP) and Ms. M chose the CSTP that she wanted to focus on. She also gave input on what particular element she wanted me to observe in her lesson. Ms. M and I decided that I would look for her questioning techniques and also collect data on how often she calls on particular students. We also discussed that Ms. M would collect a writing sample from each student to measure student's understanding of the lesson.  After the lesson, at the post conference, Ms. M self reflected on the lesson delivery, and I shared the results of the data I gathered on her questioning techniques and also on the students she called on during the lesson.  Together, we discussed and decided the next steps for growth.  

The challenge I faced while going through this coaching cycle had to do with my current role of being an itinerant for the Kindergarten Readiness Team under the Division of Instruction..  As an itinerant, I  provided services to 7 different schools and also some Early Education Centers in Regions East and South. The challenge was to calendar these dates with Ms. M while also continuing to serve my other schools. For the future, I plan to address the challenge of balancing a busy schedule by planning ahead and putting everything on the calendar. I also need to be cognizant that I need to be flexible in the times for meeting up with teachers, be it early in the morning or after school, and sometimes including after work hours.

Based on my experience in this coaching cycle and the feedback I elicited from the volunteer teacher, I have reflected on my instructional abilities during the post-observation meeting. This reflection has helped me identify some strengths and areas of growth for me, as a coach. The first input I received from the volunteer teacher was a “thank you” for leading her through the coaching process. Ms. M was grateful for the way we conducted the coaching cycle.  A second strength mentioned by the volunteer teacher is that I clearly and effectively explained the coaching process. It is important for school leaders to be effective communicators and have transparency of what will take place during the coaching cycle. It is also important to create positive relationship between the coach and the teacher.  When the volunteer teacher thanked me for effectively communicating the steps for this process, I felt that I had done a good job with explaining the coaching cycle, and that I had also set up a positive environment for this coaching to take place. A third strength that the volunteer teacher pointed out is that I gave her  detailed notes about her lesson. The process of observing the lesson, videotaping it, and watching it multiple times to gather data was time consuming. But, in the end it provided us with tangible evidence around the CSTP jointly chosen. When the teacher thanked me for the detailed notes, I knew that the time spent on them was valuable for both of us, as it gave us guidance to inform our next steps in the cycle. A fourth strength mentioned by the teacher is that I did a good job of paraphrasing what was discussed in our preconference and our post conference.  Leaders need to listen carefully and also check for understanding so that there are minimal misunderstandings.  The restating and clarifying of our discussions gave both of us more clarity about the direction we want to take as we continue this coaching cycle.

The volunteer teacher also gave me feedback about an area of growth for me. Her first piece of feedback has to do with the culturally responsive resources (CLR) that I shared with Ms. M. She mentioned that it would have been helpful to have had the CLR discussion protocols available before the delivery of the lesson. Her reading lesson used a culturally responsive book, and it was part of the students’ study of Black History Month. These protocols could have easily been incorporated into her lesson. Because CSTP 1 addresses student engagement and learning for all students, and this class includes diverse learners, I should have had CLR resources readily available for Ms. M in our pre-conference. Her second piece of feedback related to the discussion around the jointly selected CSTP.  Ms. M said she felt the CSTP discussion was a bit rushed, that she would have liked to have a deeper conversation about the CSTP.  I agree with Ms. M.  The cycle of coaching is about refining our teaching practices. The CSTP and the continuum are the documents we use to have these conversations about professional growth. These conversations should not be rushed. There should be time for discussion, clarification, and time for jointly choosing the CSTP and focused element. Upon reflecting on Ms. M’s feedback regarding things I could have done during the coaching process that would have been helpful to her, I realized that I need to strengthen and grow my skill set around active and intentional listening. Not only does this allow the teacher to use her voice and trust that I am very much engaged in her growth, it allows me to clarify my own understanding of how I can support the teacher during the coaching process.