1. The Coaching Cycle: Before, during, after
Christina Steinbacher-Reed

2. What the Research Says
full-time, site-based professional developer that works directly with teachers to help them incorporate research-based instructional practices (Knight, 2007).

3. Change Coach/Capacity Coach
The big picture. . .
Coaching
Classroom Coach
Literacy Coach
Content Coach
Instructional Coach
Organizational Coach
Reform Coach
Change Coach/Capacity Coach

4. Continuum of Coaching Styles
Directive
Balanced
Responsive

5. A Comparison of Styles (Brown, Stroh, Fouts, and Baker, 2005)
Directive Coaching
Responsive Coaching
The Coach
Outside expert
Specific experiences and/or abilities
Part of the team
Broad background
Varied abilities
Sample Goals
Address a specific problem
Impart a specific skill
Accomplish a specific task
Adult development
Environment for learning
Climate for change
Recipient
Individuals or groups
Teachers and coaches assigned
Teachersvolunteers
Examples
Implementing a specific curriculum, program, or strategy
Teaching how to use data
Reflective discussions
Facilitating meetings
Providing resources

6. Where are you on the continuum?
Remember, these types are not mutually exclusive
Successful coaches can analyze the context and select a style that is most appropriate for the situation.
Which style do you think is more effective with veteran teachers? How about with new teachers?
How about working with a teacher from a content area in which you have little or no background?

7. How to Say it Like a Coach – Kathy Kee
Review the NSRF protocol – Three Levels of Text Protocol
Read the article and highlight short passages that really resonate with you
Work with a small group and use the protocol to discuss the text

8. Questioning Strategies
Meditative Question in a B-D-A context
NSRF Probing Questions
Demonstration Questions

9. Before Purpose of the lesson
Instructional strategies that are going to be used
PLN framework—the Five Critical Experiences and the Four Lenses of Learning or the school
district’s adopted instructional model—as means for organizing the lesson
Formative assessment strategies to be used
Evidence of student engagement and learning
Specific focus areas on which coach should concentrate

10. Let’s watch! Observation of a ‘Before’ conversation
Note the questions the coach uses and how the teacher responds
Discuss your thoughts with a partner

11. Your turn!
With a partner, practice a before conversation. Think about something that you are currently a planning (lesson, PD, dinner, etc).
One of you assume the role of the coach, the other as the coachee.

12. During Teacher’s purpose for the lesson
Evidence of student engagement and learning
Evidence of implementation of the literacy framework and/or core instruction model
Evidence of formative assessment strategies
Specific focus areas agreed upon during the pre- conference

13. Let’s watch! Observation of a ‘Before’ conversation
Record notes as though you were the coach
Discuss your notes with a partner
How would you approach this teacher in the ‘after’ reflective conversation?

14. After
Things that went well based on the teacher’s purpose of the lesson
Evidence of student engagement and learning
Other learning experiences for the teacher during this lesson as agreed upon during the preconference
Things the teacher wants to continue working on
Date for next pre-conference, classroom visitation, or follow-up conversation

15. Let’s watch! Observation of a ‘Before’ conversation
Note the questions the coach uses and how the teacher responds
Discuss your thoughts with a partner
What might you do differently?

16. Your turn!
With a partner, practice a reflective conversation. Think about something that you have just completed (a lesson, a project, a PD, dinner, etc.)
One of you assume the role of the coach, the other as the coachee.

17. Reflection on the BDA Process
How are you feeling about this process?
Have you attempted a B,D, and/or A? How did it go?
Benefits?
Challenges?