Authentic Lessons for 21st Century Learning

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Unlocking Success: Guides to Effective Instructional Coaching

Brittany Bowens | Published: November 19th, 2024 by K20 Center

Summary

The following resources provide practical tips for completing an instructional coaching cycle with teachers. They guide coaches through the key phases of the process: goal-setting, observation, and reflection. In the goal-setting stage, coaches collaborate with the teacher to establish clear, achievable goals aligned with instructional priorities and student outcomes. During the observation stage, coaches gather insights by observing the teacher’s classroom practice, focusing on strengths and areas for growth related to the established goals. Finally, the reflection stage offers an opportunity for meaningful dialogue, allowing the coach and teacher to analyze observations, celebrate successes, and determine next steps for continuous improvement. These resources are designed to foster collaboration, support growth, and ensure impactful coaching conversations throughout the cycle to enhance teaching effectiveness and promote student achievement.

Resources

Professional Learning
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Coaching Cycle: Goal-Setting Meeting

During this phase of the coaching cycle, the instructional coach will set a time to meet with the teacher, review the components of authenticity, assist in setting long-term and short-term goals, and determine the necessary steps to pursue those goals. Together, the coach and teacher will choose an... Read more »

Created by: Brittany Bowens

Date Updated: September 17th, 2025

Professional Learning
Coaching Cycle: Goal-Setting Meeting

Tag Target Audience

  • Administrators, Other Stakeholders

Tag Calendar Placement

  • Any time of year, Planning/Collaboration/Conference Time

User Group Group Size

  • Individual

Tag Intention Or Purpose

  • Action Plans, Activate Prior Knowledge, Active Engagement, Analyze, Brainstorming, Collaborate, Conversation Starter, Critical Thinking, Evaluate, Increase Teacher "Toolbox", Organize, Present, Problem Solving, Reflection, Requires Multiple Meetings to Complete, Review, Speak & Listen, Summarize

Copied To Clipboard Standards

  • 3, 7, 9, 10
More
Time Frame 45 minutes
Professional Learning
Cover Image
Coaching Cycle: Observation

The observation stage of the coaching cycle provides the instructional coach with an opportunity to observe the agreed-upon learning activity from the goal-setting stage. The coach evaluates progress made toward the goal and determines recommendations for improvement. The teacher facilitates the observation... Read more »

Created by: Brittany Bowens

Date Updated: September 17th, 2025

Professional Learning
Coaching Cycle: Observation

Tag Target Audience

  • Administrators, Other Stakeholders

Tag Calendar Placement

  • Any time of year, Planning/Collaboration/Conference Time

User Group Group Size

  • Individual

Tag Intention Or Purpose

  • Action Plans, Activate Prior Knowledge, Analyze, Brainstorming, Collaborate, Conversation Starter, Critical Thinking, Evaluate, Increase Teacher "Toolbox", Organize, Present, Problem Solving, Reflection, Requires Multiple Meetings to Complete, Review, Self-assessment, Summarize

Copied To Clipboard Standards

  • 1, 4, 5, 6, 8
More
Time Frame 85-130 minutes
Professional Learning
Cover Image
Coaching Cycle: Reflection

The final and most transformative stage of the instructional Coaching Cycle is the Reflection stage. It involves recurring contemplation with the goal of enhancing teaching approaches. In this stage, participants connect new knowledge to their decision-making process. Teachers assess whether the goals... Read more »

Created by: Brittany Bowens

Date Updated: September 17th, 2025

Professional Learning
Coaching Cycle: Reflection

Tag Target Audience

  • Administrators, Other Stakeholders

Tag Calendar Placement

  • Any time of year, Planning/Collaboration/Conference Time

User Group Group Size

  • Individual

Tag Intention Or Purpose

  • Action Plans, Activate Prior Knowledge, Analyze, Brainstorming, Collaborate, Conversation Starter, Critical Thinking, Evaluate, Increase Teacher "Toolbox", Organize, Present, Problem Solving, Reflection, Requires Multiple Meetings to Complete, Review, Self-assessment, Speak & Listen

Copied To Clipboard Standards

  • 1, 3, 9, 10
More
Time Frame 60 minutes

Standards

InTASC Model Core Teaching Standards (K-12th)
1: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
3: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
4: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
5: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
7: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 
8: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
9: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
10: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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