TEACHER COACHING AND DEVELOPMENT PROCESS

Mary Kent
Grand Canyon University: EAD 530
8/3/16

TEACHER COACHING AND DEVELOPMENT PROCESS

The following paper is a summary of a series of three videos involving coaching sessions
and an observation of a sixth grade math teacher over the course of three separate days. The
coaching sessions included the elements of the observation process beginning with the preconference, the classroom observation, and concluding with the post-conference. Within each
aspect of the coaching sessions, an evaluation will be provided by relating past coaching
experiences and applying these experiences to this coaching scenario, reflecting on the types of
questions the coach had asked the teacher, and providing effective feedback concerning the
teachers instructional and organizational practices, along with critiquing the coachs feedback as
well.
Observation Pre-Conference
The pre-conference between the coach, Ms. Llewellyn and the teacher, Ms. OConnell,
had been quite similar in nature to my past experiences with coaching sessions, with only a few
differences noted. For example, one difference is that my coach had never asked me how to
gauge students participation by stating explicit behaviors prior to the lesson observation, as Ms.
Llewellyn had done. In the pre-conference, Ms. Llewellyn wanted to make clear what working
versus non-working meant, and this provided the coach a clear approach for recognizing nonworking behaviors (e.g. digging in backpacks, side conversations, etc.) for students. Additionally,
another difference was how my coaching sessions revolved around one area to focus on, as
opposed to this coaching session, which had the coach observe three areas (students time on task
and behaviors, teacher monitoring of all students equally, and confirming that directions were
clearly stated).
Certain questions that the coach had asked were able to focus the observation on areas
that the teacher would like feedback on, and were geared towards specific elements of a quality

TEACHER COACHING AND DEVELOPMENT PROCESS

lesson. Initially, the first question involved what areas did the teacher want to have the coach
focus on during the observation. This helped the teacher to be reflective as to particular areas in
need of evaluation for the purpose of either adapting delivery of instruction for improvement, or
confirming that the appropriate methods are being conducted. From there, additional questions
centered around which specific student behaviors warranted students on task, ways for the coach
to observe the teacher assessing student learning, inquiring whether the teacher had wanted to
have the coach draw the walking pattern (to replicate teacher movement throughout the
classroom), and how the teacher will check for understanding with her students.
Ms. OConnell had been prepared and had planned thoroughly based on her responses.
The teacher had ensured that the lesson was differentiated, based on grouping the students by
ability levels, and making sure that the independent practice questions were geared to represent
those differing levels of mastery in order for all students to be successful. Additionally, Ms.
OConnell had made the comment that usually teachers shy away from the activity that she had
planned, which proved that she had taken the time to reflect on why this activity might be
considered chaotic, and to consider effective ways to prevent that from occurring. Furthermore,
the teacher had thought out the entire lesson as to how to effectively engage her students, ways to
work during guided practice in small groups and with partners, independent practice, and how to
check for understanding using exit cards at the conclusion of class.
Classroom Observation
After observing Ms. OConnells math lesson on finding the percentage of a number,
there were numerous strengths that had been noted. To begin with, the students were all engaged
throughout the lesson. This had been evidenced by the students participation through answering
questions, responding to the teacher correctly based on her Classity-Class/Yessity-Yes method

TEACHER COACHING AND DEVELOPMENT PROCESS

of engagement and her whole-brain activities, and observing that the students overall maintained
eye contact and side-talking was at a minimum. Additionally, another strength included her
positive classroom environment that was both supportive and trusting. This had been shown
during the lesson when the students were encouraged to help other classmates when an incorrect
answer had been given. Lastly, another strength involved the teachers ability to have the
students incorporate multiple strategies when completing the assignment. This was evidenced
when Ms. OConnell had reviewed all three methods of finding the percentage of a number, and
had stated that the children could use any strategy that they preferred.
Although Ms. OConnell provided an engaging, effective lesson, some constructive
feedback for her to consider for future lessons had been discerned. The first suggestion involves
waiting for all students to be finished a task before explaining procedures or directions. During
the lesson, many students were still gluing their strips into their spiral notebooks and not totally
focused on the directions that were being provided and modeled by the teacher. Another area to
focus on would be to house the materials needed for the lesson in a handy bin located at each
group (e.g. markers, strips, exit cards, etc.) to alleviate the extra time needed to individually pass
out those materials. More time could then be utilized for additional practice for the students in
terms of independent work or a culminating activity to check for understanding.
Post-Observation Conference
The opening comments of the coach were warm and supportive in nature, as Ms.
Llewellyn had expressed how excited she had been to watch her teach. This statement helped to
create a positive tone and built feelings of trust for the post-conference, and also proved to Ms.
OConnell that her coach thoroughly enjoyed her lesson. The specific evidence provided by the
coach for feedback had been delivered in a clear and concise manner, as the elements to focus on

TEACHER COACHING AND DEVELOPMENT PROCESS

had already been determined at the pre-conference. This had a productive effect on the
discussion, in that the areas designated to focus on in the observation were, in fact, noticed and
commented on with evidence to back up the statements. Throughout the post-observation, the
effectiveness of the coach when giving positive feedback on the strengths of the lesson was
noted. Ms. Llewellyn had been very organized and precise in her observation, capturing what the
students and the teacher had been doing during the lesson to provide evidence of both effective
techniques and behaviors. Oftentimes, the coach had mentioned particular times and included
specific behaviors in her notes that the students had been doing based on the areas to focus on in
the pre-conference (e.g. student engagement/on-task behaviors). The coach validated the
teachers non-negotiable standards in regards to posting student work, incorporating content
vocabulary, and utilizing whole-brain activities for increasing and maintaining student
engagement.
During the constructive feedback, the coach would periodically phrase the feedback in
the form of a question. This is an effective way for the teacher to reflect on the areas in need of
improvement because rather than the coach determining helpful strategies, the teacher plays an
important role in the process of professional inquiry and investigation. This results in a teacher
who becomes self-motivated and capacitated in their professional learning. Through the guidance
and support of the coach, the teacher will ultimately achieve self-efficacy with regards to
incorporating effective best practices rooted in research.

TEACHER COACHING AND DEVELOPMENT PROCESS

References
Assessment of Teaching and Learning: Classroom Observation (Video file). Retrieved from
http://www.youtube.com/watch?v=QxLFTvodBBl
Assessment of Teaching and Learning: Post-Observation Conversation (Video file). Retrieved
from http://www.youtube.com/watch?v=KPDSvi27Z3U
Inquiry Into Teaching and Learning: Observation Pre-Conference (Video file). Retrieved from
http://www.youtube.com/watch?v=1LulFV_YBKw