Conclusion and Reflection:

Navigating the Impact Cycle

Stephanie Jacobs

Participating in the Navigating the Impact Cycle project with Mrs. Newton has been a gratifying and pivotal professional experience. Throughout the project, I've had the opportunity to engage in meaningful collaboration, hone my coaching skills, and witness tangible improvements in classroom dynamics, all of which have contributed to my growth as an instructional coach.

Each project phase has been filled with valuable insights and learning opportunities, from the initial pre-conference recording to the final classroom observation and reflection. One of the most rewarding aspects has been witnessing Mrs. Newton's dedication to enhancing student engagement and her willingness to embrace new strategies and approaches to achieve that goal.

During the pre-conference recording, I appreciated Mrs. Newton's openness to the coaching process and her recognition of the need for change in her classroom. Together, we established clear goals and outlined a data collection and analysis plan, setting the stage for productive collaboration.

As the project progressed, I encountered challenges, such as feeling nervous during coaching conversations and navigating the process of setting measurable goals. However, these challenges provided valuable learning experiences and opportunities for growth. Through reflection and collaboration with Mrs. Newton, I refined my coaching approach and developed strategies for supporting her in achieving her objectives. The classroom observations provided rich data on student engagement and allowed us to identify areas for improvement and growth. Mrs. Newton's willingness to experiment with new strategies, such as using Nearpod in teacher-paced mode, and her dedication to refining her teaching practices were inspiring to witness. It was particularly gratifying to see the positive impact of these efforts reflected in the data collected during subsequent observations.

Participating in the Navigating the Impact Cycle project has been one of the most fulfilling experiences of my career. It has deepened my understanding of the coaching process, strengthened my collaboration skills, and reaffirmed my passion for supporting educators in their professional growth. I am grateful for the opportunity to work with Mrs. Newton and for the valuable lessons learned throughout this journey. As I continue to apply the principles of the Impact Cycle in my coaching practice, I am excited about the opportunities for further growth and development that lie ahead.

Key Takeaways:

One key takeaway I gained was the importance of creating a partnership with the coachee. This key idea changed my thoughts on what an instructional coach should do. I’ve never truly experienced this relationship as a coachee. The only instructional coaching I ever received was from a teacher/coach leading a workshop for an entire grade level of teachers. That definitely did not lend itself to forming partnerships. Another key takeaway was the Impact Cycle itself. After experiencing this firsthand, reading the text, and watching the video examples, I firmly believe that the Impact Cycle is the best way to drive transformational change with coaching. In the identify phase, it was so beneficial to use the high-impact survey. I could share data with my coachee that I otherwise would not have looked for. Sometimes, having collected data is eye-opening.

What Would You Have Done Differently?

Although I am pretty pleased with the results of this project, and it was successful, I would have benefitted from keeping a daily journal. I can see how my notes on what I was learning and experiencing would be helpful in the future. There are so many details I want to remember as I one day transition out of the classroom and into the role of an instructional coach. I worry that if I don’t have it written down, or if I don’t use it, I will lose the information that has been so valuable for this project. I would have been way more proactive with each part of the project. I took everything one step at a time when I should have been focusing on the big picture the whole time. Not only would each part have been more meaningful that way, but I could have shared that with my coachee for her knowledge and scheduling purposes. I was well-prepared, but some scheduling issues came up that could not have been avoided. Another thing I would have done differently was better modeling during the learning phase of the Impact Cycle. That session with my coachee should have been divided into two parts. The first part is an introduction to some possible strategies. The second part would have been dedicated to modeling the coachee's strategy from that list. Having two parts allowed a slight pause in between, giving the coachee a little time to think about which strategy would work best. If I am ever fortunate enough to serve as an instructional coach, I will be certain to remember this.

Which Coaching Model Are You Most Excited to Move Forward With and Why?

At the start of this program, I saw my future self leading professional development sessions and sharing my expertise. I quickly learned that there is so much more to being an instructional coach than teaching the teachers. As mentioned earlier, one of the most important aspects to me regarding instructional coaching is forming a partnership with the coachee. That said, I am most excited about exploring the dialogical coaching model. I absolutely love the idea of coaches partnering with teachers and empowering them to identify goals and strategies. Then, modify strategies so that they best suit the teacher’s goal for their students. It also allows me to continue learning about strategies and staying updated on how to best use them. Even though this coaching model and the coaching process are not about me, I still like the idea of being able to share my expertise with other educators. This model speaks to me as it is ultimately student-centered and focused on their successes.