Appendix 4-5
Coaching New Teachers: Essential Coaching Skills

 Created by Kathy Dunne, Learning Innovations at WestEd
Woburn, MA

 

Levels of Performance
Elements

1
Emerging

2
Maintaining

3
Sustaining

4
Adaptive

 

Questioning:
The Planning Conversation

 

Coach asks questions based on the coach’s thinking about content, instruction, and assessment

 

Coach frames and poses questions that elicit new teacher responses focused on explanation and clarification

Coach asks questions that both elicit the inner intent of the teacher in terms of content, instruction and assessment and that promote the coach’s thinking about content, instruction and assessment

 

Coach frames and poses questions that elicit teacher responses focused on explanation, clarification, prediction and assessment

Coach asks questions that elicit the teacher’s inner intent of the lesson in terms of content and instruction

 

Coach frames and poses questions that elicit teacher responses focused on explanation, clarification, elaboration, prediction, assessment, teacher's intentionality, and connections to other content/concepts

Coach asks questions that elicit the teacher's inner intent of the lesson in terms of content, instruction and assessment and the coach asks questions of him/herself that elicit the coach’s inner intent in the coaching process

 

Coach and teacher co-create questions that elicit teacher responses focused on explanation, clarification, elaboration, prediction, assessment, teacher's intentionality, and connections to other content/concepts

 

Data Gathering and
Classroom Observation

 

 

Classroom data is subjective and based on judgment and inference –by the coach

 

Classroom data gathered is based on what the coach is interested in observing

 

Classroom data gathered is not shared with the teacher

Classroom data is mostly objective, i.e. measurable and observable with some judgment or inference of the coach

 

Classroom data gathered is mostly based on what was agreed upon between the coach and teacher during the planning conference - additional data is recorded by the coach based on the coach’s opinion of what was important to gather


Classroom data gathered is not shared with the teacher until the reflective conference

Classroom data is objective, i.e. measurable and observable

 

Classroom data gathered is based on what was agreed upon between the coach and teacher during the planning conference

 

A copy of the classroom data gathered is provided to the teacher immediately following the classroom observation in written format

Classroom data is objective, i.e. measurable and observable and includes questions to elicit the teacher’s intentions (at particular moments of the lesson) based upon the data gathered

 

Classroom data gathered is based on what was agreed upon between the coach and teacher during the planning conference and includes additional data the coach is able to gather that pertains to issues that had been discussed between the coach and the teacher during other planning/reflecting conferences

 

A copy of the classroom data gathered is provided to the teacher immediately following the classroom observation in a variety of formats e.g. written, audio, and/or video

 

Questioning:
The Reflecting Conversation

 

 

Coach begins the reflective conversation with her/his interpretation of what occurred during the classroom observation

 

Coach frames and poses questions that are based on the coach’s beliefs and values about what happened/should have happened during the lesson

 

Coach seldom asks questions that focus on student learning

Coach begins the reflective conversation with a question that elicits the teacher's perspective of "how the lesson went" and then adds his/her opinion of how the lesson went

 

Coach frames and poses questions that prompt the teacher to examine the data and how it compares with what the teacher intended

 

Coach poses questions that asks the teacher to identify what the students learned

 

Coach begins the reflective conversation with a question that elicits the teacher's perspective of "how the lesson went"

 

Coach and teacher co-create questions that prompt the teacher to examine the data and how it compares with what the teacher intended and identify what s/he would do the same or differently next time and why

 

Coach and teacher co-create questions that ask teacher to identify what students have learned and what evidence the teacher has of student learning

 

Coach asks questions that prompt the teacher to begin planning for the next lesson

Teacher begins the reflecting conversation by reflecting on how s/he thought the lesson went

 

Teacher identifies and responds to questions that prompt him/her to examine the data and how it compares with what the teacher intended and identify what s/he would do the same or differently next time and why

 

Teacher shares evidence that demonstrates student learning and any student misconceptions that may exist

 

Teacher identifies what s/he will do next with these students based on the classroom data and her/his own reflections


 

Levels of Performance
Elements

1
Emerging

2
Maintaining

3
Sustaining

4
Adaptive

 

Analysis of and Response to Teacher Reflection

 

Coach assumes what teacher responses mean without checking assumptions or paraphrasing

 

Coach accepts vague responses without probing for specificity

 

Coach advocates for her/his perspective without inquiring into the teacher's perspective

 

Coach uses only her/his preferred style of coaching without consideration of the teacher's need for structure

Coach inconsistently applies the norms of pause, paraphrase and probing when responding to teacher’s reflections about a given lesson

 

Coach occasionally accepts vague responses without probing for specificity

 

Coach inconsistently comes from a place of inquiry first and advocacy second when talking with teacher about how s/he will apply learnings of one lesson to the next

 

Coach modifies coaching style to match the teacher's need for structure some of the time

Coach consistently applies the norms of pause, paraphrase and probing when responding to teacher reflections

 

Coach consistently probes for specificity around vague responses by the new teacher

 

Coach consistently comes from a place of inquiry first and advocacy second when talking with teacher about how s/he will apply learnings of one lesson to the next

 

Coach consistently modifies coaching style to match the teacher's need for structure

Coach consistently applies all seven norms of collaboration in conversations with the teacher

 

Coach consistently probes for specificity around vague responses by the new teacher

 

Coach consistently comes from a place of inquiry first and advocacy second when talking with teacher about how s/he will apply learnings of one lesson to the next

 

Coach consistently modifies coaching style to match the teacher's need for structure

 

 

 

 

Engaging with Content

 

 

 

Coach asks questions that elicit responses about the content goals of the lesson without reference to content/curriculum standards

 

Coach references content-based mathematics tools and curriculum without using them with the teacher

Coach asks questions that elicit responses about the content goals of the lesson and about how those goals connect with  content/curriculum standards

 

Coach uses at least one content-based tool and one curriculum unit  in her/his work with the teacher

Coach asks questions and provides examples of how to connect lesson/unit plans to content/curriculum standards

 

Coach consistently uses most of the content-based tools and curriculum in her/his work with the teacher

Coach conducts demonstration lessons that provide examples of content-specific instruction and assessment that connect to content/curriculum standards

 

Coach consistently uses all of the content-based tools and curriculum in her/his work with the teacher 

 

Kathy Dunne, Learning Innovations at WestEd, Woburn, MA