Coaching Cycle
Benchmark Assignment: Coaching Cycle Reflection
Introduction
Supporting beginning teachers through an observation and coaching cycle is essential for fostering their instructional growth. This field experience included a coaching cycle with a first-grade teacher, Mrs. Sanchez, who conducted a hands-on language arts lesson by making lemonade with her students. The coaching process consisted of a pre-conference, observation, and post-conference to enhance instructional strategies, classroom management, and the effective use of technology. This reflection outlines the coaching cycle, highlights recommendations for improvement, and discusses how the process promoted collaboration, trust, and high expectations.
Pre-Conference Summary
The pre-conference discussion with Mrs. Sanchez focused on her goal of refining classroom management strategies. She expressed a desire for feedback on maintaining student engagement and minimizing disruptions. She also wanted to explore strategies to ensure students followed the steps of the activity effectively. During the discussion, I recommended integrating wait-time strategies to maintain order and maximize instructional time. Additionally, I suggested incorporating structured peer collaboration, such as having students review each other’s work and solve simple math problems related to halves of lemons while waiting for their turn to participate. Furthermore, we discussed using visual aids, such as a step-by-step anchor chart, to reinforce comprehension of the activity’s sequence.
Observation Summary
During the observation, Mrs. Sanchez facilitated an engaging hands-on lesson where students actively participated in making lemonade. She utilized transition words and randomly selected students to contribute by squeezing lemons. However, classroom management became a challenge as students frequently blurted out responses and engaged in side conversations. The lack of structured transitions resulted in wasted instructional time, leading to moments of chaos. Additionally, students demonstrated confusion about the steps they needed to document in their anchor charts.
While Mrs. Sanchez effectively used call-and-response attention-getters, there was an opportunity to strengthen student accountability in responding promptly. At one point, only six out of twenty-eight students complied with directions immediately. The lesson had strong engagement potential but required a structured approach to ensure all students remained on-task and productive.
Post-Conference Summary and Recommendations
In the post-conference, I provided Mrs. Sanchez with constructive feedback on enhancing classroom management and optimizing student engagement. I praised her enthusiasm and creativity while reinforcing the need for structured wait-time activities. I recommended the following strategies:
approach would promote collaboration and reinforce literacy skills.
2.Enhancing Classroom Management: I encouraged Mrs. Sanchez to extend her use of attention-getters by ensuring students fully comply before proceeding. For example, using phrases like, “I’m looking for the quietest student to be my big helper” or “The quietest row will be the next to squeeze lemons” would reinforce positive behavior and maintain order.
3.Clarifying Lesson Objectives: To address student confusion, I suggested explicitly writing the activity’s steps on the board before beginning. This visual reinforcement would help students organize their thoughts and complete their charts accurately.
4.Promoting Effective Technology Use: While this lesson did not involve direct technology integration, I recommended incorporating a short instructional video on sequencing or an interactive digital activity where students arrange images in the correct order. This would support varied learning styles and reinforce procedural understanding.
Impact on School Culture and Learning Environment
The coaching process fostered a culture of collaboration and trust by engaging in open, constructive discussions. Mrs. Sanchez felt supported rather than criticized, reinforcing a growth mindset. I explained that Mrs. Linker, my GCU mentor, was with us today in order to help me grow while I conduct the coaching cycle. By modeling reflective practice, I contributed to a school environment where teachers feel comfortable seeking feedback to refine their
instructional strategies. Additionally, reinforcing high expectations for student behavior and engagement aligns with the school’s mission to maximize learning in a structured yet dynamic setting.
Reflection on Coaching and Leadership
This experience reinforced the importance of self-awareness, transparency, and ethical leadership in coaching. Providing feedback required a balance of honesty and encouragement to ensure Mrs. Sanchez remained motivated to implement improvements. The process also highlighted the significance of defining engagement beyond mere participation—true engagement involves students actively processing and applying new knowledge.
As a future administrator, I recognize that effective coaching must be rooted in clear expectations and actionable strategies. Supporting teachers in aligning their instruction with best practices will be a key aspect of fostering a thriving academic environment.
Conclusion
The coaching cycle with Mrs. Sanchez provided valuable insights into supporting beginning teachers through targeted observations and structured feedback. By refining classroom management strategies, implementing structured wait-time activities, and incorporating visual and technological aids, Mrs. Sanchez can continue developing her instructional capacity. This experience underscored the importance of fostering a collaborative, high-expectation school culture where teachers and students alike strive for excellence.
References
Danielson, C. (2009). Talk about teaching! Leading professional conversations. Corwin Press.
Marzano, R. J. (2003). What works in schools: Translating research into action. ASCD.
Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD
Dana DeVandry