2. As You Enter
Take a moment to network and exchange contact information from those in the room you do not have yet.

3. Review of Last Session Round Robin
First person writes one thing that he/she remembers from yesterday and passes the paper clockwise.
The next person records an idea and passes it again clockwise.
This continues until everyone in the group has contributed an idea or the teacher calls time.
Select a member of the group to share.

4. Video: Fact vs. Opinion
The following segments show the development of a third-grade teacher’s lesson on the topic of fact versus opinion. The teacher introduces the content and language objectives. Does the teacher teach key information and how does she guide the students through activities to ensure the lesson objectives are met?

5. How do people commonly react to feedback?
If successful feedback is to be provided, the barriers between “giver” and “receiver” need to be broken down, and a relationship of confidence and trust needs to be established. Since feedback may be interpreted as criticism, people may react in defensive ways by • choosing NOT to hear what is said⎯selective reception; • doubting the motives of the person giving the feedback (e.g., “The mentor’s telling me this just to get even”); • denying the validity for the feedback data; • rationalizing why he/she behaved the way he/she did; • attacking the person who is giving the feedback; pointing out some of his faults.

6. Giving Purposeful Feedback
⇒ Set a good climate. ⇒ Get together within two days. ⇒ Refer specifically to collected data. ⇒ Encourage the teacher to talk. ⇒ Listen, listen, listen. ⇒ Generate ideas. ⇒ Be empathetic. ⇒ Summarize and plan the next steps.

7. Conversation Starters for Positive Reflective Feedback
Thank you for letting me observe your lesson.
What did you think about your lesson?
What did you like the best?
Here is the data I collected, what do you see?
Do you have any questions for me?
What goal would you set for your next lesson?

8. Coaching Requires Building Trust Active Listening
Allowing “Think Time”
Honesty and Openness
Goal Setting
What else is coaching…? Brainstorm, write a definition, compare your definition with your partner, reach a consensus, and share.

9. Scenarios-Role Play Get ready to ACT…. Teacher Coach Note-taker
Decide in your groups who will be the teacher, the coach, the note-taker

10. Asking Powerful Questions
Asking powerful questions is one of the most frequently used skills of a coach, second only to listening
Coaches ask questions for many reasons including to explore, to understand, to put the focus back on the person being coached

11. Tips for Asking Powerful Questions
Listen to Understand
Pause to process what was “heard:
Craft a question with clear intention:
Inquire
Encourage dialogue
Ask exploratory questions
Draw out additional information
Provide direction; not the answers
Embrace silence; wait for a response

12. Language to Support Effective Feedback
Language currently in use:
When you …I sense that you are/are not…
I felt…
I observed…
You responded…
You acted…
You did…

13. Principles of Effective Feedback
Be descriptive rather than evaluative.
Be specific instead of general with facts, not impressions
Solicit feedback rather than impose it.
Time the feedback to occur as soon as possible after the observation.

14. Evidence or Opinion
Read the following statements and decide if the statement is based on evidence from an observation or an opinion.

15. Think – Write – Pair – Share
What are the characteristics of an effective coach, what do they need to know and be able to do?
How can classroom observations and coaching positively impact student achievement?
How does an effective coach help teachers use effective teaching strategies based on student data?

16. Reflection
Think about the teachers you work with, their areas of strength, and areas where support is needed. Additionally think about the qualities and behaviors of effective coaches in facilitating pre-observation conferences, conducting observations and post- observation conferences as you begin writing your implementation plan.

17. Coaching Implementation Plan
Use what we have discussed during the past 3 days and your books and materials to start creating a coaching plan for your school.

18. Evaluation
Please use the QR code or link to complete the evaluation.