Coaching Plan
Scenario: You have been recently hired as an academic coach in a school. The principal has asked you to work with a grade-level/content area team consisting of three teachers. One is a new teacher who needs support with implementing assessments in her classroom. One is an experienced teacher who needs support to integrate technology into his lessons. The third teacher has recently switched to a special education position and needs help differentiating instruction for special needs learners.
Select one of these teachers and develop a plan to coach this teacher. The plan should highlight research-based coaching and mentoring strategies and not necessarily information pertaining to the subject area expertise of the coach.
Select the plan’s overall coaching goal, based on the teacher profile you chose:
• Coaching Goal 1: Help new teacher implement classroom assessments.
• Coaching Goal 2: Support experienced teacher in integrating technology in lessons.
• Coaching Goal 3: Assist teacher who recently changed to special education in differentiating instruction for special needs learners.
Complete Parts 1–5 below.
Part 1: Goal Setting
Identify three SMART (specific, measurable, attainable, relevant, time-bound) goals to support the teacher.
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Identify what the coach must do to support the teacher in achieving the stated goals.
Identify what the teacher must do to ensure he or she achieves the stated goals.
Part 2: Strategies for Overcoming Teacher Resistance
Based on research and your own personal and professional experience, identify two to three specific areas in which the coach may face resistance from the teacher.
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Identify what the coach will do to help overcome teacher resistance.
Identify what the teacher must do in order to help him/herself overcome possible resistance.
Part 3: Strategies for Implementation: The Coaching Cycle
Identify two objectives for each phase of the coaching cycle: pre-observation, observation, and post-observation.
Sample Solution
Overall Coaching Goal:- Help the new teacher implement classroom assessments that are aligned with the learning objectives, provide meaningful feedback to students, and inform instructional decisions.
- Goal 1: By the end of the first quarter, the teacher will be able to develop and administer a variety of formative and summative assessments that are aligned with the learning objectives.
- Measurable: The teacher will be able to demonstrate her ability to develop and administer assessments by sharing examples of her work with the coach and the grade-level team.
Full Answer Section
- Attainable: The teacher has the skills and knowledge to develop and administer assessments, but she needs some guidance and support.
- Relevant: The ability to develop and administer assessments is essential for all teachers, but it is especially important for new teachers who are still learning the ropes.
- Time-bound: The teacher will have three months to achieve this goal.
- Goal 2: By the end of the second quarter, the teacher will be able to use assessment data to provide meaningful feedback to students.
- Measurable: The teacher will be able to demonstrate her ability to provide meaningful feedback by sharing examples of her feedback with the coach and the grade-level team.
- Attainable: The teacher has the basic skills to provide feedback, but she needs some guidance on how to make her feedback more meaningful.
- Relevant: Providing meaningful feedback is essential for helping students learn.
- Time-bound: The teacher will have six months to achieve this goal.
- Goal 3: By the end of the third quarter, the teacher will be able to use assessment data to inform instructional decisions.
- Measurable: The teacher will be able to demonstrate her ability to use assessment data to inform instructional decisions by sharing examples of her lesson plans with the coach and the grade-level team.
- Attainable: The teacher has the basic skills to use assessment data, but she needs some guidance on how to make sure that her instructional decisions are based on the data.
- Relevant: Using assessment data to inform instructional decisions is essential for ensuring that students are learning.
- Time-bound: The teacher will have nine months to achieve this goal.
- Observation:Â The coach will observe the teacher in her classroom and provide feedback on her assessment practices.
- Collaboration:Â The coach will collaborate with the teacher to develop and implement a plan for improving her assessment practices.
- Professional development:Â The coach will recommend professional development opportunities for the teacher, such as workshops or online courses.
- Resources:Â The coach will provide the teacher with resources, such as books, articles, and websites, on assessment.
- Attending coaching sessions:Â The teacher will attend coaching sessions with the coach and participate in the discussions.
- Implementing the plan:Â The teacher will implement the plan that she developed with the coach.
- Seeking feedback:Â The teacher will seek feedback from the coach and the grade-level team on her assessment practices.
- Continuing to learn:Â The teacher will continue to learn about assessment by attending professional development opportunities and reading books and articles.