Running head: COACHING PLAN 1

Coaching Plan
Marvo Prosper-Azille
EDL 531: Coaching and Mentoring
September 7th, 2014
Dr. David Benak
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Coaching Plan
Background
Kelsey middle school is part of the Kelsey Unified School District is located in the
Northwest Valley. The district is very much devoted to partnering with the community to ensure
that its students receive comprehensive opportunities and superior quality education. The
curriculum are individualized to help the students get the best out of their education and to
perform at their optimum. The ultimate goal is to create lifelong learners. The core subjects for
the students are Reading, language and mathematics, the district places emphasis on ensuring
that the students grasp the basics of these three subjects. A high priority of the district is
academic achievement as evidenced by their students gaining top scores above state and national
expectations as well as being the top among college entrance exams. Kelsey High School is
committed to meeting the standards of the school district; their mission is to Kelsey High School
is committed to academic excellence and prepares all students for success by fostering personal
ethics, encouraging artistic expression, and promoting development of responsible citizens they
work hard and expect the best from their staff. New staff and those with less than five years of
experience are given mentors or coaches; as part of the process the coach has to develop
coaching plans with the teachers the goal is to have qualified teachers who will help the school
meet the standards. The following is the profile, and coaching plan for Vince Searcy a 9
th
Grade
English teacher.


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Profile
Name: Vince Searcy
Experience: 4 yrs. Grade: 9 Course taught: English
Student: The students he teaches lack developmental reading and composition skills, most
students attending this high school could not read or write beyond a third grade level.
Student Views: Mr. Searcy is liked and respected by all of his students. He is fair in setting and
implementing classroom rules and goes out of his way to help his students be successful. Student
report cards reflect the students consistent growth and effort
Teaching Methods: Mr. Searcy uses the standards and curriculum provided by the school
district to plan the lessons for his students. However, he understands that he needs to modify
materials and assignments to the level of his students. Mr. Searcy uses all of the resources
available to him. While he does not believe that his students need special education, he consults
with the schools special education resource staff and the reading specialist weekly. To Mr.
Searcy, all of his students education is special. He believes in rewarding them for their efforts
with grades that will make them successful because he wants them to feel successful. The force
that drives this philosophy is the fact that his students have little opportunity for success outside
the school. Therefore, the least he can do is to help our students feel good about themselves in
school.
Issue: Mr. Searcy recognized his shortcomings and took the necessary steps to address them.
For example he knew he was a slow reader so he compensated by spending many evenings with
his high school English materials just to stay ahead of his students. He also took various in-
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service courses to improve his abilities to teach developmental reading and composition skills,
which his students lacked.
Mr. Searcy needs to modify the material from the schools curriculum and assignments to his
students level. The two lesson plans in his profile indicate that he is following the curriculum to
a He should be using the curriculum as a guide and he should be supplementing it with other
creative lessons to ensure that the students are getting the best out of the education experience.
While the students report cards indicate As and Bs this is not reflected in the states test
scores. Communication between Mr. Searcy and school administration reflects a conflicting view
and philosophy. First of all Mr. Searcy needs to work on communicating with his superiors,
while his comments were well meaning, the words used suggested that he needs to work on his
communication skills. While his class has not been labeled as special needs, they do function at
that level and if they were in a special needs class they would have IEPs and the grades would
not be questioned. As Mr. Searcy pointed out, they should not be expected to take the ninth grade
tests when it can already predict that they will not do well. Another point he brought up was that
the test were designed for a certain economical demographics (suburban and upper middle class
communities) Kelsey High School cannot compare to such norms.
The school administration, while they understand his point still believes that the students do need
to cross many hurdles in order to meet testing standards. In the meantime Mr. Searcy was invited
to be part of committee to make school-wide recommendations with possible recommendations
to the school board. As part of helping Mr. Searcy and his students, a coach was appointed. The
coach has to develop a coaching plan for Mr. Searcy that facilitates results by identifying ways to
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create awareness, establishing realistic goals and objectives, designing an action plan, monitoring
progress, and coming to closure.

Coaching Plan: Approximate time length 6 months
Coachs Objective for Mr. Searcy:
Establish attainable and achievable goals and objectives.
Design an action plan
Create Awareness
Monitor progress
Bring Appropriate Closure
Week 1
Establishing Achievable Goals and Realistic Objectives
Mr. Searcy will improve his lesson plans by providing direct instruction by
lecturing 20 minutes per class period, facilitating class discussion for ten minutes,
and allow the remainder of the time for independent work.
Mr. Searcy will demonstrate creativity in his lesson plans
Mr. Searcy will improve his communication skill by taking a writing etiquette
course, with a score of 90% or greater.
Mr. Searcys students will see a 50% improvement in State scores



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Creating Awareness
In the first meeting, Mr. Searcy and the coach will have an informal meeting to get to know each
other. They will work together to identify his major strengths vs. major areas for learning and
growth, and what is most important to address during coaching. The coach will identify Mr.
Searcys underlying concerns; the typical and fixed ways of perceiving himself and the world;
and differences between the facts and the interpretation; and disparities between thoughts,
feelings, and action.
Both parties will outline the expectations from the coaching relationship. Mr. Searcy will provide
the coach with his list of expectations; the coach will have Mr. Searcy complete a short survey
which will indicate to him how the coach will be best able to help him.
In week one, roles will be clearly defined (Coach is the facilitator and guide). The coach will
have Mr. Searcy sign an agreement committing to the weekly meetings or checking in with the
coach via email or texts.
The above are important because they will help to build trust and establish an environment for
professional growth and an effective mentoring relationship. The fact that expectations are
outlined early on will serve as a motivating factor for Mr. Searcy to embrace the coaching
opportunity.



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The Action Plan
The coach and Mr. Searcy will develop the action plan based on the needs that were identified in
the initial meeting. After identifying strengths and weaknesses and establishing the goals and
objectives for Mr. Searcy, the following will be done:
1. Generate a list of actions for each goal of the plan. If the coach and Mr. Searcy brainstorm
and compile a list of actions to achieve a particular goal and record these below the goal, and
arrange this list in sequential order, they will have a blue print for success of the plan.
Prioritizing helps to prevent initiative overload.
2. Create a timeline for the plan. It is important to have a point of beginning and ending in an
action plan because the proper sequencing and timing will help in goal achievement.
3. Agreeing up on set meeting times and dates. This means that both parties are ensuring that
there are no conflicting schedules and the time set for the meetings will be met and no one will
be waiting on a missing party.
4. Identify resources to help with creating lesson plans. Helping Mr. Searcy to identify the
resources (peers, Internet, library) to help him in creating lesson plans that are geared towards his
students unique needs and at the same time keeping within the education Boards standard.
Identifying the resources beforehand will help with time managements.
5. Identify possible problems. When consideration is given to the possible problems that can
arise in achieving the goals, it presents opportunities for finding or brainstorming possible
solutions.
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6. Developing strategies to monitor the progress of the plan. Listing or identifying strategies
for monitoring the progress of the plan is very important for successful completion of the plan of
action.
7. Assign tasks. Giving Mr. Searcy a detailed list of tasks (this could be in the form of a
checklist) ensures that he is keeping on tasks and this will also serve as a means of monitoring
the progress of the plan.
8. Estimate Costs. Although the school provides the necessary resources needed for teaching,
sometimes teachers have to spend some of their own money, especially if Mr. Searcy is
preparing lessons that deviate from the established curriculum. These costs have to be taken into
account because based on them Mr. Searcy will know if a lesson planned will be feasible or not.
9. Implement the plan. Putting all the information in a document, having a list of all the
required actions, identifying which tasks are for the coach and which are for Mr. Searcy and
when these tasks should be completed ensures that the plan has the chance of success. Also
having a paper copy means that all parties involved is aware of what is expected and how the
plan will be implemented.

Week 2- 24
Mr. Searcy will begin to implement the agreed upon coaching plan that was developed by him
and the coach.
There will be weekly one hour coaching meetings to review the progress of the established goals
and objectives. Along with this the coach will be sending weekly emails and texts as a means for
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checking in. During each discussion, they will review what Mr. Searcy has accomplished since
the last meeting and what steps are next in the action plan.
There will be weekly updates on Mr. Searcys writing etiquette class, Mr. Searcy will provide the
coach samples of his letter writing and they will preview any communications that he has with
the administration before he send them off.
There will be ongoing instances of creating awareness for example, helping Mr. Searcy to
discover for himself the new thoughts, beliefs, perceptions, emotions, and moods that strengthen
his ability to take action and achieve what is important to him.
Coach will provide appropriate feedback to Mr. Searcy; this will be in a variety of forms. For
example, there will be verbal acknowledgements of improvements; the coach will also give
tangible rewards for a job well done.
Development of lesson plans that demonstrate creativity and observations of Mr. Searcy
applying these lesson plans; the coach will have a checklist to help him determine the success of
the new changes. The focus will be on lesson plans that are adapted to the skills of the students
with authentic tasks and applications of the language skills that they will need when they go out
in the world of work.
Discussions on the changes that Mr. Searcy sees in himself and the students grades and
participation in the lessons particularly the States (standardized) tests.




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Monitoring Progress
Different strategies will be utilized to monitor the progress of the plan. Along with the
weekly meetings the following will be done:
1. The coach will require Mr. Searcy to give him the actions that will move him to the next
stated goals.
2. The coach will have follow through by engaging Mr. Searcy in discussions about those
actions that he did since the last meeting.
3. Give feedback by recognizing what Mr. Searcy has done, or not done, or learned since
the previous coaching meeting.
4. Promotes self-discipline and holds the Mr. Searcy accountable for whatever he said he
was going to accomplish.
5. In a positive manner the coach will challenge Mr. Searcy about any actions in the plan
that he does not accomplish.
Month 6: Closure
There will be clear indications of closure of the weekly coaching sessions as well as the
overall closure of the coaching process. The anticipated time for the end of the process will be at
the six month mark. The coach intends to bring closure in the following manner:
1. Review the goals and objectives and determine if they were met. This will be in the
form of a survey to be completed by Mr. Searcy.
2. The coach will do some reflection on the process and whether his own personal goals
were accomplished.
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3. This checklist will be utilized:
Ending Coaching Sessions
Has the general learning been synthesized and articulated?
Has the client arrived at clear next steps to move forward toward their goals?
Have structures or resources been identified that will support action?
Have the follow-up items where appropriate been specified?
Is a process for accountability where appropriate clear and specific?
Has the client been acknowledged where appropriate?
Ending Coaching Relationships
Have overall goals and outcomes of the coaching process been reviewed?
Has progress and achievement been acknowledged and celebrated?
Has a strategy been identified to continue development and action?
Has feedback on the coach been solicited?
Has feedback on the overall coaching experience been solicited?
( Coaching Completion Checklist, n.d)
Even though there is a projected six months process the coaching relationship should not
terminate with the sessions. There will be some form of continuity in the form of at least two, 1.5
hour in-person meetings to review progress and discuss hurdles. The coach will always be
available for brief email and phone check-ins too.



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Conclusion
Kelsey High School along with the Kelsey Unified School District prides itself on
providing students with the best education. An area of strength for the school is to identify their
teachers who are struggling and to provide them with the necessary skills for success. One way
in which they do this is to give their staff coaches who work with that teacher to develop
appropriate coaching plans to identify and correct the critical areas. These coaching plans are
beneficial for the coach as well as the coachee. The plan will help build a foundation for the
development of the individual and it will ensure that leadership is supporting the development
goals. This is why a good coaching plan identifies ways to create awareness, establishes realistic
goals and objectives, designs an effective action plan, monitors the progress of that plan and the
coachee, and outlines appropriate closure strategies.











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References

Coaching Completion Checklist,( n.d.). Retrieved from
http://www.thecoaches.com/docs/toolkit2/pdfs/ICC_f5-Tool25_measure.pdf

Kelsey High School. (2014). Teacher Records: Mr. Vince Searcy. Retrieved from
https://ecampus.phoenix.edu/secure/aapd/cist/vop/Education/High/HighTeacherRecord.as
p?id=5&grade=9

University of Phoenix. (2011). Kelsey High School [Multimedia]. Retrieved from
https://ecampus.phoenix.edu/secure/aapd/cist/vop/Educatio/Hogh/HighTeacherInfo.asp?grade=9

.