Chapter 4: Types of coaching

Tool Purpose

4.1 Relationship between training Use this tool to demonstrate the impact of
outcomes and training components coaching on teachers’ practices.

4.2 Coaching interactions Gain an understanding of the range

of coaching stances with this visual
depiction.

4.3 Instructional conversation protocol Adapt for your own situation this example
of an instructional conversation protocol
that an instructional coach might use.

4.4 Classroom observation checklist Provide technical coaching about specific

instructional practices using a checklist
such as this one.

4.5 Peer observation protocol Focus a conversation based on a peer

observation using this protocol.

4.6 Instructional planning template Use this template as a planning tool

before meeting with your coach, or as a
coach, use the template as a guide for
planning lessons with teachers.

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 Chapter 4: Types of coaching

Tool 4.1

Relationship between training outcomes and

training components

W hen coaching is added as a component to training, participants are more likely to apply what
they learn and to use their new knowledge to solve problems within their work. The table
below illustrates the percentage of those who experience different levels of outcomes with each
added component of training.
For example, the last row indicates that, “When coaching and/or study groups are added to pre-
sentation, modeling, and practice with feedback, 90% of participants demonstrated understanding of
the concepts presented, 90% were able to demonstrate the associated skills, and 80% to 90% applied
what they learned in practice and used their new knowledge to solve problems.”

Components & impact

Concepts Concept Skill Application/

of training understanding attainment Problem solving

Presentation of 85% 15% 5% to 10%

theory

Modeling 85% 18% 5% to 10%

Practice and 85% 80% 10% to 15%

feedback

Coaching/ 90% 90% 80% to 90%

study teams

Source: Student achievement through staff development, 2nd ed., by Bruce Joyce and Beverly Showers, White Plains,
NY: Longman, Inc., 1995.

In small groups, discuss

1. What key lessons emerge from the chart for coaches and coaching programs?

2. Although this research data became available in 1995, coaching still is not routinely available to
follow through with all professional learning. Why do you think this is the case?

3. Name two or three groups you think need this information, and explain your reasons for wanting
them to know about this study.

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 Chapter 4: Types of coaching

Tool 4.2
Coaching interactions

Continuum of coaching interactions

Inform Share Mediate

Provide information and Share ideas and problem To improve instructional

Purpose

technical assistance, solve a solve collaboratively decision making and

problem, give advice increase reflection on
practice.

Includes logistical Reciprocal support for Nonjudgmental support

information on “how we growth and improvement for planning, instruction,
Focus

do things around here;” of practice assessment, reflection,

provides content and problem solving (cognitive
pedagogical knowledge aspects of teaching)

Providing resources, Brainstorming, Learning- focused

demonstrations (including co-planning/co-teaching, conversations which
Actions

model lessons), offering exchanging resources, include inquiry, reflection,

assistance in accessing action research generation of insights
resources regarding professional
practice, and reconstruction

Pay attention to … It’s a We might … Let’s … How What might be some

Language

good idea to … Always … might this affect our …? ways to …? What

Keep in mind … research supports your
decisions to …?

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 Chapter 4: Types of coaching

Tool 4.2 cont’d

Types of coaching interactions

Type of Intent Result Whose Level of

coaching criteria? Responsibility

Consultative Inform and help Increase student The coach Teacher

the teacher achievement
implement a set through the
of instructional implementation
strategies, a of a particular set
curriculum, of instructional
procedures, practices. Coach
or policies. Increase teacher
Give technical pedagogical
assistance and knowledge of
apply teacher skills.
standards for
implementation.

Collaborative Work together Solve The teacher Teacher

to identify areas instructional and the
for instructional problems using coach
focus and teacher and Coach
problem solving coach expertise,
based on student learning
data. together.

Reflective Encourage self- Help teachers The teacher Teacher

directed thinking acquire tools
about instruction and strategies
that is based for planning, Coach
on reflection reflecting,
and student and problem
outcomes. solving around
instruction.

Source: Mentoring matters: A practical guide to learning-focused relationships, by Laura Lipton and Bruce Wellman,
Arlington, MA: MiraVia LLC, 2001.

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 Chapter 4: Types of coaching

Tool 4.3
Instructional conversation protocol

1. Find the lesson focus and objectives (connection to the curriculum).

• What is the focus of the lesson?

• What is the lesson’s objective?
• What assessment have you given your students previously?
• How do you know that this is the appropriate objective for your students?
• How does the objective connect to the curriculum?

2. Determine the action plan focus.

• What is the focus of your action plan?

• What is the relationship between your lesson and the action plan?

3. Understand the teaching strategies.

• What teaching strategies will you use?

• What research or theory supports your decision?

4. Determine the assessment strategy.

• How will you assess student learning?

5. Share related information.

• What else will be helpful for me to know about the lesson or your students?

6. Clarify the coach’s role.

• What would you like me to look for in your class today?

• What is the specific focus of the observation?
– Teacher’s verbal behaviors – Teacher’s nonverbal behaviors
– Students’ verbal behaviors – Students’ nonverbal behaviors

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 Daily objective:
Question:

Coaching Matters
Tool 4.4

Motivation and engagement — Evidence of: Instructional strategies

q Caring classroom community McREL
q Bell-to-bell instruction q 2Identifying similarities q Summarizing
q Warm-up q Review of class 2 and differences and note taking
q Student collaboration q Student choice q 2Reinforcing effort, q Homework
q Celebration 2 providing recognition and practice
q 2Cooperative q Setting
Types of tasks 2 learning objectives
q Written q Oral q Visual q Kinesthetic q 2Providing feedback q Generating and
q 2Questions, cues, testing hypotheses
2 and advance organizers
Classroom observation checklist

q I do … q We do … q You do … Literacy framework

q 2Interactive editing q Interactive read-aloud
Student behaviors snapshots q 2Interactive writing q Shared reading
q Working silently/independently q 2Book groups q Guided reading groups
q Working independently while consulting peers q 2Reciprocal teaching q Independent
q Working in collaborative groups 2 reading/writing
q Listening to teacher instruction
SIOP
q Independently off task
q 2Post and review learning q Modeling the activity
q Off task and distracting others 2 and language objectives q Paired/group discussion
q Speaking (discussion, seminar, etc.) q 2Word wall q Student listening and
q Listening to peers q 2Visual representation of speaking practice with
q Performing (lab, role play, skit, musical performance, etc.) 2 topics and ideas comments
q Other:

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Chapter 4: Types of coaching
 Chapter 4: Types of coaching

Tool 4.4 cont’d

Evaluation
• Appraise
• Argue
• Assess • Attach
• Choose • Compare
• Defend an estimate
• Judge • Predict • Rate • Select
• Support • Value/Evaluate

Synthesis
• Arrange • Assemble • Collect
• Compose • Construct • Create • Design
• Develop • Formulate • Manage • Organize • Plan
• Prepare • Propose • Set up • Write

Analysis
• Analyze • Appraise • Calculate • Categorize • Compare
• Contrast • Criticize • Differentiate • Discriminate • Distinguish
• Examine • Experiment • Question • Test

Application
• Apply • Choose • Demonstrate • Dramatize • Employ
• Illustrate • Interpret • Operate • Practice • Schedule • Sketch Solve • Use • Write

Knowledge
• Arrange • Define • Duplicate • Label • List Memorize • Name • Order
• Recognize • Relate • Recall • Repeat • Reproduce • State

This document is not to be used for evaluative purposes.

Source: Created by Tracy Calderon, Student Achievement Coach, Adam 12 Five Star Schools..

Coaching Matters www.learningforward.org

 Chapter 4: Types of coaching

Tool 4.5
Peer observation protocol

Teacher: ______________________________ Observer: ________________________________

Date: ________________________________________________________________________

Grade/content: _________________________________________________________________

I noticed that the students: ________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I noticed that the teaching _________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I wonder _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I learned _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I plan to _____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Coaching Matters www.learningforward.org

 Chapter 4: Types of coaching

Tool 4.6
Instructional planning template

T eachers use the template as a thinking tool prior to meeting with the coach. Coaches use the
template as a guide to plan lessons with teachers. Coaches may choose from the sample questions
or construct their own questions to guide teachers’ thinking through the planning conversation.

Goals, Expectations, and Standards

• What are your learning goal(s) for students during this lesson?

• What kinds of things do you expect students to know and be able to do during this lesson?

• What connections are you making to the (state) academic standards?

Learning Continuum

• How does this lesson connect to other lessons in the unit?

• What prior knowledge do students bring related to this concept?

• What evidence do you have that students are ready to learn this content?

Summative Assessment

• What kinds of evidence are you willing to accept that students have achieved the learning goals?

• How might the results be communicated to students?

• How might the results be used in future planning?

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 Chapter 4: Types of coaching

Tool 4.6 cont’d

INSTRUCTIONAL LEARNING CYCLE

Engage Explore Reflect Apply

As you look forward What kinds of How might you What kinds of
to this lesson, how explorations or support students as opportunities might
might you activate, learning experiences they summarize their you provide for
engage, and or pre- might students need learning and connect students to extend
assess students in in order to develop to the learning or apply their new
thinking about this understanding? goals? learning?
concept?

Formative assessment during instruction

• What strategies might you use to monitor student learning during each part of the lesson?

• If necessary, how might you adjust instruction at each point of the lesson based on the
formative assessments?

CONNECTING TO INDIVIDUALIZED EDUCATOR PLAN

• As you consider your personal learning goals and the enactment of this lesson, what
connections are you making?

• What kind of pedagogical content knowledge do you need to be mindful of in order to teach
this lesson?

• How might this lesson support you as a learner?

• As your coach, what data might I collect for you as I observe?

Source: S²MART Centers SC. Available at www.s2martsc.org. Used with permission.

Coaching Matters www.learningforward.org