Teacher Coaching and Development Process
Artifact Date: January 8, 2025
Course: EAD 530
Rationale: This artifact aligns with ELCC 2 by focusing on the coaching process that promotes teacher reflection and professional growth, ultimately improving instructional quality and student outcomes. The emphasis on classroom observation, differentiation, and feedback supports high standards for teaching and learning
Teacher Coaching and Development Process
Teacher coaching is essential for professional growth and improving student outcomes. The coaching process typically involves three stages: pre-conference, classroom observation, and post-conference. Each stage plays a critical role in enhancing teaching effectiveness by promoting reflection, setting goals, and providing constructive feedback.
Inquiry into Teaching and Learning: Observation Pre-Conference
The pre-conference as described in the resources differs significantly my experience. I have never had a pre-conference as part of the observation process, only the observation and post-conference. Here the coach collaborates with the teacher to discuss lesson goals, anticipated challenges, and strategies for student engagement. Coaches ask reflective questions such as:
“What specific learning objectives are you aiming for today?”
“How will you assess students' understanding throughout the lesson?”
“What challenges do you foresee?”
These questions help the coach gauge the teacher’s preparedness and their awareness of potential issues. Teachers’ responses can indicate how well they have planned for the lesson and aligned it with student needs. For instance, a teacher who outlines strategies for differentiation and student assessment shows a high level of preparation (Knight, 2009).
Assessment of Teaching and Learning: Classroom Observation
During the classroom observation, coaches or administrators focus on several key components of the lesson. These include:
Classroom Management: Effective classroom management ensures that students remain engaged and that the lesson runs smoothly.
Pedagogy: The coach observes the use of instructional strategies and their alignment with the learning objectives.
Student Engagement: Observing how students respond to instruction and participate in activities is crucial for evaluating teaching effectiveness.
Differentiation: Noting how the teacher adjusts instruction to meet the diverse needs of students is essential, particularly in classrooms with varying levels of ability.
Feedback after the observation should be specific and balanced, addressing both strengths and areas for improvement. The goal is to provide constructive, actionable feedback that encourages the teacher to refine their practice. Research indicates that feedback is most effective when it is timely, specific, and corrective if needed (Kretlow & Bartholomew, 2010). I would not provide feedback during a lesson unless the teacher needs that feedback in real-time, for example, the concept is not at all clear or information is incorrect. However, students can be retaught a concept, but providing feedback mid-lesson may affect the student-teacher dynamic in the classroom.
Assessment of Teaching and Learning: Post-Observation Conversation
In the videos, coaches begin the conversation by asking the teacher to reflect on the lesson. This approach helps set a tone and gets the teacher to be more open to feedback as they are already reflecting themselves. Coaches also acknowledge the teacher’s strengths. For example, they may say, “I noticed how you engaged students right at the beginning with that thought-provoking question.” This positive reinforcement sets a tone of support and builds trust between the coach and the teacher. The coach should then use specific evidence from the observation to guide the conversation. For example, “When you asked students to summarize the lesson’s key points, I saw that it helped reinforce their understanding.”
The use of specific examples during the post-conference allows the teacher to reflect on their practice in a meaningful way. By linking feedback directly to observable behaviors, the coach helps the teacher see the impact of their instructional decisions. Constructive feedback is often phrased as a question, such as “What do you think would help make this strategy even more effective next time?” This method encourages the teacher to engage in self-reflection and take ownership of their professional growth. Research supports the use of reflective questioning as an effective strategy for fostering teacher autonomy and developing problem-solving skills (Knight, 2009).
One of the most important aspects of the post-observation conversation is providing actionable, clear feedback that focuses on improving specific areas of teaching. The feedback should be linked to the teacher’s goals and the overall instructional plan. For example, if classroom management was a challenge, the coach might suggest specific strategies for maintaining student focus or offer to model techniques in future lessons.
The teacher coaching and development process-- pre-conference, classroom observation, and post-observation conversation-- is an integral part of professional growth. By creating a collaborative environment for feedback, coaches help teachers improve their practice and, in turn, enhance student outcomes. Effective coaching promotes trust, reflection, and a continuous cycle of improvement that ultimately benefits both educators and students.
References
Joyce, B., & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40(1), 4 10.
Knight, J. (2009). Coaching: A partnership approach to improving instruction. Corwin Press.
Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4), 279–299. https://doi.org/10.1177/0888406409347897