Sie sind auf Seite 1von 4



Amy Leatham


July 17, 2017

Professor Karen Clark


Coaching Plans

See below one-on-one coaching plans with four different teachers on staff: one veteran,

one new, one highly effective, and one ineffective teacher.

Veteran New Effective Ineffective

Coaching Plans Teacher Teacher Teacher Teacher

Coaching Reciprocal Peer Subject-Centered Student Differentiated

Approach Coaching Coach Achievement Coach
(Teachers coach (Coaches help
each other.) foster teaching (Teachers (Adapts coaching
strategies for examine student strategies to the
content specific data and address individual
subjects.) ways of meeting teachers
the identified learning styles.)
(Roberts & Pruitt, (Roberts & Pruitt, (Roberts & Pruitt, (Roberts & Pruitt,
2009, p. 178) 2009, p. 178) 2009, p. 179) 2009, p. 179)
Data/ *CECA scores *CECA scores *CECA scores *CECA scores
Student work to (Pre and post (Pre and post (Pre and post (Pre and post
Review common common common common
assessments given in assessments given in assessments given in assessments given in
all core classes.) all core classes.) all core classes.) all core classes.)
*Formative and *Exit slips *Comprehensive *Exit slips
Summative daily *Test and quiz writing responses *Test and quiz
classroom results results
assessments. *Formative *Formative
writing responses writing responses

Area of Focus Technology in Classroom Higher-order Teaching

for Refinement the Classroom Management Questioning Strategies

Coaching Cycle Weekly Bi-Weekly Weekly Bi-Weekly

Coaching Focus Review Focus Review Focus Review Focus Review
Components: Pre-visit Mtg. Weekly/On- Pre-visit Mtg. Weekly/On-
Focus Peer Observation Going Activities: Peer Observation Going Activities:
Planning Debrief Lesson Debrief Lesson
Pre-brief Self-Reflection observation and Self-Reflection observation and
Observation Discussion feedback Discussion feedback
Debrief Co-planning Co-planning
Reflection Collaboration Examining Examining
occurs through student work student work
planning, Self and Peer Self and Peer

analyzing, Reflection Reflection

observing, Evaluation Evaluation
Reflective Through this Coaching for Student Differentiated
Practice: type of coaching, new teachers achievement coaching would
student learning with a subject- coaching for the allow an
How would the will improve centered focus effective teachers ineffective
coaching through would improve would take teacher to tap
improve student innovative and student learning things one step into unique skills
learning? progressive by allowing these more to improve and find out what
additions to teachers to tap the advanced they are good at.
How would technology. into specific levels of This would allow
coaching affect skills for comprehension the ineffective
classroom Classroom students. and skills teacher to
instruction? instruction will specific to improve on the
be improved by Classroom students in these things they are
tapping into instruction would classrooms. not currently
modern gain skilled, succeeding at by
advancements thoughtful Instruction identifying them
and tools strategies to would improve and changing
available through produce student by taking practices
technology. growth. students to accordingly.
higher levels of


Roberts, S. M., & Pruitt, E. Z. (2009). Schools as professional learning communities:

Collaborative activities and strategies for professional development (2nd ed.). Thousand

Oaks, CA: Corwin/SAGE.