Coaching Model

Coaching Model


Coaching can consist of a variety of different, non-evaluative, activities to support instruction and best practice. Coaches are thought partners that may help provide an outside perspective. When we are so busy teaching, it can be hard to see everything that is happening and to read the minds of the students in our classes. Coaches can help be a sounding board for ideas and a resource for gathering support materials. Some of the possible coaching activities include demonstrations, co-planning, co-teaching, peer observation and coach observation.

Coaching is available for all! You can request our support or your principal might request our support. Either way, the support is non-evaluative. All notes stay with teachers, they cannot be solicited by administrators. Artifacts can be used by you for evidence pertaining to your goals.

Below you will find descriptions and guidelines for the different coaching activities. You can reach out anytime, in person or through email, to request specific support. The pre and post meetings can happen during an agreed upon time that is convenient for the teacher(s) and the coach. 



Demonstration


Definition: A demonstration consists of a coach coming to a classroom to teach a lesson, or a lesson component, for the teacher to observe. The coach and teacher determine a goal prior to the lesson and the teacher plays the role of observer rather than participant. This activity can be done with individual teachers or teams. 

Steps for a demonstration:
  • Teacher(s) reaches out to coach to arrange time, date, and details for the demonstration.
  • Teacher(s) meets with coach prior to the demonstration to review the coach’s plan and discuss any specific routines, structures, or other “important to know” information about the class.
  • Coach visits the classroom at least once prior to the demonstration to observe classroom routines and meet the students.
  • Coach provides teacher(s) with a “look for” note catcher (an agreed upon form for keeping notes that stays with observer) based on the teacher’s specific priorities for the demo. 
  • Teacher(s) and coach meet at least once after demonstration to debrief, reflect, and discuss next steps. 
  • Teacher(s) implements strategies they took away from the demonstration.


Co-planning Session


Definition: Co-planning sessions consist of meeting with a coach to prepare for a whole class lesson, a small group lesson, an activity, a strategy, or a component of a lesson. This activity can be done with individual teachers or teams. 

Steps for co-planning session:
  • Teacher(s) reaches out to coach to arrange time, date, and details for the co-planning meeting.
  • Coach will attend meeting and plan with teacher(s).
  • Teacher(s) implement the plan.
  • Teacher(s) have the opportunity to debrief with the coach afterwards.


Co-teaching


Definition: Co-teaching involves a coach and teacher teaching together a whole class lesson, a small group lesson, an activity, a strategy, or a component of a lesson. This activity can be done with individual teachers or teams, with the understanding that it may be different based on the needs, comfort level, and teaching style of the teacher(s). 

Steps for co-teaching:
  • Teacher(s) reaches out to coach to arrange time, date, and details for the co-teaching. 
  • Teacher meets with coach prior to the co-teaching session to review the plan and discuss any specific routines, structures, or other “important to know” information about the class.
  • Coach visits the classroom at least once prior to the lesson to observe classroom routines and meet the students.
  • Teacher(s) and coach implement the plan.
  • Teacher and coach meet at least once after the lesson to debrief, reflect, and discuss next steps.


Peer Observation 


Definition: Peer observation consists of a teacher or team of teachers observing another classroom for a specific purpose. Some purposes might include observing how a teacher: paces lessons, facilitates small groups, teaches a specific strategy, etc. The coach can help to coordinate peer observations for teachers. 

Steps for peer observation:
  • Teacher reaches out to coach to request support in coordinating the peer observation.
  • Teacher(s) have the opportunity to debrief with the coach and/or the teacher observed after the observation.


Coach Observation with Feedback 


Definition: Coach observation with feedback consists of a coach conducting a “peer observation” for a teacher. This is usually requested if a teacher has a goal they are working toward and is looking for feedback on something specific. 

Steps for coach observation:
  • Teacher requests a coach observation.
  • Teacher sets goal and focus for peer observation and communicates with the coach to share/discuss/clarify. 
  • Teacher and coach agree upon a “look for” note catcher for the peer observation.
  • Coach visits class at least once to provide teacher with observation notes.
  • Teacher can meet with the coach after the peer observation to debrief lesson, celebrate successes and provide some suggestions to adjust practice.
  • Coach leaves observation notes with teacher. 
  • Coach can visit classroom additional times to provide teacher with new data after making adjustments to practice.