Instructional Coaching System
Coaching is the engine of teacher growth — job-embedded, goal-driven, and grounded in evidence rather than judgment. This system runs on a repeatable six-stage cycle: every cycle starts with a clear goal, gathers low-inference evidence, and ends with one concrete, monitored next step. Explore each stage, then draft a cycle plan below.
Built on adult-learning theory (andragogy) and instructional-coaching research — teachers learn best when learning is self-directed, goal-relevant, experiential, and immediately applicable. The cycle privileges teacher-led reflection, one high-leverage focus at a time, and short feedback loops, the conditions most associated with changed practice. Scenarios are illustrative.
The Coaching Cycle
A repeatable, six-stage cycle. Each cycle is short, focused on one goal, and closes the loop with monitored action.
- Stage 1
🎯 Goal Setting
Co-identify one high-leverage, measurable goal anchored in student-learning evidence. - Stage 2
🗒️ Pre-Observation
Clarify the look-fors, agree on what evidence will be collected, and define success. - Stage 3
🔎 Observation
Gather low-inference evidence focused on the goal — no judgments in the moment. - Stage 4
💬 Reflective Conversation
Teacher reflects first; coach probes; together name one bright spot and one focus. - Stage 5
🪜 Action Planning
One concrete strategy — modeled or co-planned — with clear success criteria. - Stage 6
📈 Progress Monitoring
Short, regular check-ins tracking evidence of the goal until it is met, then re-cycle.
Inside Each Stage
Click a stage to see the coach's moves, key questions, and outputs.
Coach moves: review recent student work or data together; surface a focus tied to the Teaching Excellence Model; frame the goal as a learning problem, not a deficit.
Key questions: "What do you want students to be able to do that they can't yet?" · "How will we know it's working?"
Output: one measurable goal + the student-evidence it targets.
Coach moves: agree on the specific look-fors, the data-collection method, and the seat/vantage point; remove evaluative weight.
Key questions: "What should I be watching for?" · "What evidence would tell us the goal is happening?"
Output: a shared observation focus and an evidence plan.
Coach moves: script low-inference evidence — exact teacher and student actions, timing, and student talk — without interpretation.
Key questions: "What is observable right now?" (held by the coach, not the teacher).
Output: an objective evidence record tied to the agreed look-fors.
Coach moves: let the teacher reflect first; mirror the evidence; ask probing (not leading) questions; name one bright spot and converge on one focus.
Key questions: "What did you notice about student learning?" · "What does the evidence suggest about next steps?"
Output: a shared interpretation and one agreed area of focus.
Coach moves: select one concrete, bite-sized strategy; model it, co-plan it, or rehearse it; set clear success criteria and a try-by date.
Key questions: "What's the smallest change that would move this goal?" · "What support do you want?"
Output: a single next step with success criteria and supports.
Coach moves: schedule short, regular check-ins; revisit the evidence; celebrate progress; decide to extend, adjust, or close and re-cycle.
Key questions: "What's the evidence telling us now?" · "Are we ready to set the next goal?"
Output: updated evidence of the goal and a decision on the next cycle.
Coaching-Cycle Plan Generator
Enter a teacher and goal to draft a structured coaching-cycle plan you can adapt.
Generate a draft to adapt.