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Empowering Leaders Professional Development - Meda

This document discusses criteria and processes for selecting faculty leaders, the importance of the coaching cycle for teachers and administrators, and an example of how coaching cycles work. The coaching cycle involves a pre-observation conference, observation, and post-observation conference. It reinforces practices, promotes collaboration, and builds professional capacity. Feedback provided through coaching cycles must reflect goals, be consistent, and focus on student achievement. Both positive and constructive feedback are important. An example illustrates how a coaching cycle was used to support a new math interventionist.

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354 views11 pages

Empowering Leaders Professional Development - Meda

This document discusses criteria and processes for selecting faculty leaders, the importance of the coaching cycle for teachers and administrators, and an example of how coaching cycles work. The coaching cycle involves a pre-observation conference, observation, and post-observation conference. It reinforces practices, promotes collaboration, and builds professional capacity. Feedback provided through coaching cycles must reflect goals, be consistent, and focus on student achievement. Both positive and constructive feedback are important. An example illustrates how a coaching cycle was used to support a new math interventionist.

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Empowering Leaders

Professional Development
DONNA MEDA
AUGUST 11TH, 2021
GRAND CANYON UNIVERSITY: EAD 533
Criteria for Selecting Faculty Leaders

 Experience and Success


 Performance
 Knowledge
 Leadership Skills
Process for Selecting Faculty Leaders

 Survey
 Interview
 Observations
The Importance of the Coaching Cycle

 “The cycle enhances the opportunity for teachers to


co-plan, rehearse, co-teach, and then debrief with
their coaches so that they can accomplish their
goals” (Eisenberg, 2015).
 Reinforces teachers’ and administrators’ practices.
 Promotes collaboration between teachers and
administrators.
 Builds on professional capacity
 Empowers to become stronger and more confident
stakeholders.
The Coaching Cycle

Before During After


Pre-Observation Observation Post-Observation
Conference Conference
Feedback

 Must Reflect Goals


 Available and Provided
 Consistent
 Timeframe
 Student Achievement
Positive Feedback

 Shared with enthusiasm.


 Celebrated
 Best Practices
 Must continue
 High expectations
 Vision and Mission
 Student Achievement
Constructive Feedback

 This is not negative feedback.


 Support improvement
 Vision and mission
 Student achievement
 Collaboration
 Coaching
 Reflection
Example of the Coaching Cycle
Faculty
 Formal Observation of a 4th Grade Teacher
 Pre-Observation
 Goals
 Expectations and Objectives
 Details of Classroom and Students
 Observation
 Objectives
 Students
 Assessment
 Note taking

 Post-Observation
 Reflection
 Positive Feedback
 Constructive Feedback
 Coaching
 Suggestions
 Plan: Professional Development
Example of the Coaching Cycle
Support Staff
 New Math Interventionist
 Principal assigns mentor
 Both mentor and interventionist attend training on math strategies
and support.
 Mentor provides help with effective strategies on math.
 Classroom teachers and math interventionist meet to discuss
student progress and expectations/goals.
 Interventionist creates a schedule and meets with specific students
who need help.
 Students take math progress and diagnostic assessments.
 Review the data on math.
 Principal meets with interventionist and teachers, provides
feedback and discusses next steps on math to take with students to
promote student achievement. (Chapman & Mitchell, 2018).
References

 Chapman, S., & Mitchell, M. (2018). Mindset for Math: Coaching Cycle Empowers Students and Teachers. Learning
Professional, 39(5), 60–64.
 Eisenberg, E. (2015). The coaching cycle: before, during, and after: Literacy World Wide. Retrieved from
https://www.literacyworldwide.org/blog/literacy-now/2015/03/18/the-coaching-cycle-before-during-and-after
 S. Gielen, E. Peeters, F. Dochy, P. Onghena, K. Stuyven. (2010). Improving the effectiveness of peer feedback for learning: Learning
and Instruction, 20, pp. 304-315.

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