EDAD 610: Coaching Cycle

Supporting teachers is one of the most effective ways to improve student learning, and the coaching cycle provides a clear structure to do this. The cycle includes pre-observation planning, observation, and post-observation reflection, all grounded in collaboration rather than evaluation.

During the pre-observation, using a structured planning tool helps focus the conversation on teacher goals, lesson purpose, and student needs. Guiding questions around strengths, lesson objectives, and CSTP focus areas ensure the observation is intentional and teacher-driven . This step is critical because it builds ownership and sets a clear purpose.

During the observation, a CSTP-aligned tool helps collect specific evidence on learning targets, instructional strategies, and student outcomes . This keeps the focus on student learning rather than general feedback.

The post-observation conversation is where the most growth happens. Using coaching stems and questioning strategies supports reflection and teacher ownership. Tools such as paraphrasing and probing questions help guide teachers to analyze their own practice instead of being told what to do .

An important part of strengthening the coaching cycle is gathering feedback from teachers. Providing a simple reflection tool allows teachers to share what was most helpful, how the process supported their instruction and student learning, and what additional support they need moving forward . This feedback helps coaches reflect on their own practice and make adjustments to better support teachers. Just like we ask teachers to reflect, we must also reflect on our coaching.

Ultimately, the coaching cycle builds teacher capacity. When teachers reflect and improve their practice, student outcomes improve. Instructional coaching should always be measured by its impact on student learning.