1. Professional Learning
July 15th, 2022
Kendra Coleman
CUR 540
Dr. Bullock

2. Introduction
In this
presentation,
we will discuss
how teachers
and coaches
can create
learning
focused
relationships

3. Various Learning Formats
ONE ON ONE
SESSIONS
OBSERVATIONS IN THE
CLASSROOM
EVALUATIONS USE OF TEACHER
PARTICIPATION LOGS
AND COACHING LOGS
SMALL GROUP
SESSIONS
LARGE GROUP
SESSIONS

4. Responsibilities of the Coach, Mentor,
Teacher in each learning format
• In one-on-one sessions, “includes individuals or pairs of teachers. This
venue is individualized and focuses on the needs of specific students and
teachers. Practices for this venue include collaborative and continual
analysis of student evidence or data; coaching that may include
demonstration teaching, co-teaching, or observation by the coach; and
ongoing planning conversations by the coach and teacher” (Sweeney,
2010).
• With the use of classroom observations, the Coach’s responsibility is to
observe the teacher for a time period and then have a session with the
teacher to discuss what they noticed, how they can help them to
improve and become better and what they noticed that they were doing
right

5. Responsibilities of the Coach, Mentor, Teacher
in each learning format continued
• The Coach or Mentor’s responsibility in using evaluations is to evaluate the
teacher and discuss the teacher’s performance
• In conducting an evaluation, Coaches or Mentors could use what is called the
“Results Based Coaching Tool”
• The Results based Coaching Tool can be used to help teachers set a goal or
find a focus point and then work towards that goal or focus point when
collecting student data
• Coaches and mentors use the Results based coaching tool to see if teachers
have reached their goal or focus point and the data collected concerning
student learning

6. Responsibilities of the Coach, Mentor,
Teacher in each learning format continued
• Teacher participation logs- “Collecting data about teacher participation is vital if a district is interested in evaluating the impact of
coaching. This information allows a district to compare the degree to which a teacher participates in professional development
against student achievement. Since not all forms of professional development make the same impact, the following log includes a
scale for each professional development activity, such as one-on-one coaching, professional learning communities, study groups,
observations, and professional development sessions” (Sweeney, 2010)
• Coaching logs- “It may be my age, or the nature of coaching, but if I don't write it down, I forget it. By chronicling the work, I do with
individual teachers, I am able to recognize growth across time and identify places for future growth. Typically, I share what I've
written in my coaching logs (Figure 5.10) only with the teacher, unless the district requires, they be collected for evaluation
purposes” (Sweeney, 2010)
• Large group sessions- “include the full faculty or combined departments or teams. In the early stages, these sessions involve the use
of data to set clear and measurable goals for students. When a goal is in place, the faculty shifts to research and develop teaching
practices that will accomplish the goal. Practices for this venue include data analysis to identify a goal for student learning;
investigation of resources such as teaching practices, programs, or curriculum that will directly target the students' needs; and the
use of professional development strategies such as classroom observations, professional reading, or other forms of discussion to
develop the teachers' abilities to address the students' needs in the classroom”(Sweeney, 2010)
• Small group sessions- “include smaller teams, such as by grade level or department. At this stage, teams move through a continuous
loop of reflection on student data and teaching practices to assess the impact and make adjustments. Practices for this venue include
the use of data teams and assessment walls to continually analyze student progress; coaching cycles with teams of teachers;
protocol-based discussions to develop and share teaching practices that align with the goal for student learning; and peer-based
observations, further orientation to resources, and study groups to refine the teaching practice” (Sweeney, 2010)

7. How the Mentor or Coach can help support
teachers implementing strategies
• Effective instructional support can be used to help teachers grow,
develop and become proficient in implementing strategies to help
with student learning
• Coaches and Mentors can demonstrate for teachers how to
implement strategies within the classroom setting

8. Professional Development and Effective Instructional
Coaching
What is professional development?
To answer that question- Antley (2020), “Professional development refers to continuing education and career
training after a person has entered the workforce in order to help them develop new skills, stay up-to-date on
current trends, and advance their career” (What is professional development?).
What is Effective instructional coaching?
MacCrindle (2018), “Effective coaching involves coaches and teachers working together in student focused
conversations targeted at what student needs. These conversations keep the end goal in mind for students and
determine a process for where students need to go and how we are going to get that child there” (Student
Focused).

9. Characteristics of Professional Development
• Continuing education courses
• Collaboration
• Focus Driven
• Teamwork
• Staying up to date on latest practices, policies, areas of
development or trainings

10. Characteristics of Effective Instructional
Coaching
• Building relationships with teachers and students
• Teamwork
• Collaboration
• Student Focused
• Implementing current practices and strategies

11. Conclusion
• In conclusion, Coaches, Mentors, and Teachers
all have a duty or responsibility of holding
each other accountable and to improve in
areas where they are weak or just need some
assistance or guidance
• Coaches and Mentors are there to help lead
and guide teachers and also be of an
assistance to them in the classroom

12. References
• Antley, T. (2020). What Is Professional Development
and Why Is It Important?. www.webce.com
• McCrindle, Amy (2018). Seven Qualities of an
Instructional Coach. www.ascd.org
• Sweeney, D. (2010). <i>Student-Centered
coaching</i>. SAGE Publications.