COACHING PLAN

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Coaching Plan
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EDL 531
September 16, 2012
Kanika White

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Date: September 16, 2012

School: Kelsey Elementary School

Teacher: Renee Lucero

Grade: One

Renee Lucero has been provided a teacher coach/ mentor for the school year
of 2012-2013. She has also received a coaching plan workbook which is to
be completed throughout the mentorship.
Areas of Strength
Renee Lucero exhibits many areas of strength within her teaching. She
provides a rich hands on environment for her students. This helps to create
enthusiasm for learning in her classroom. She also provides variety in the
types of grouping styles in which the students work in. She believes in a
student centered classroom where students c an express what they are
learning.
Areas for improvement
Renee Luceros scope and sequence included a long list of learning
objectives, however no dates were included. Long range plans need to
include dates for completion or dates describing when specific standards
will be covered. This will help to improve her daily lesson plans. Her daily
lesson plans do not include specific state standards. These standards
inform the students, parents and the teacher as to why the students are
doing the activities.
Teaching to the state standards will also ensure that Luceros
students are learning all of the grade 1 objectives. This will help them to
be more prepared for state standardized testing at the end of the school
year. Students who understand why they are completing a specific activity
will also have a better understanding of what they have learned. Lucero
can use the end of the class review time as another fo rm of informal
assessment to gage how much her students are understanding. Summative
assessment need to include State Standards so that Lucero can accurately
gage their learning. Summative assessments should be created prior to
teaching the unit or strand, so that Lucero is fully aware of what her
students need to be learning.

Creating Awareness
Role of the coach mentor
-provides a personal definition of a
mentor
-asks mentee to provide any
questions she may have
-asks the mentee what she is hoping
to gain from the mentoring
experience

Role of the teacher

-provides a personal definition of a
mentor
-mentee asks questions she may have
about the mentoring relationship
-mentee provides a list of what she
is hoping to gain from the mentoring
experience

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-helps mentee to come up with a list

of specific goals to choose from
-discusses the importance of setting
deadlines
-mentor shows teacher some samples
of action plans

-mentee chooses which goals she will

work on
-mentee chooses appropriate
deadlines for her goals
-mentee creates her own action plan
in order to accomplish her goal

-mentor agrees on times to meet with

the mentee to review and monitor
progress
-agrees on a closing date for the
mentoring relationship

-mentee selects times to meet with

mentor to discuss progress
-agrees on a closing date for the
mentoring relationship

Goals
-Create a Sequence and Scope for the year that includes dates for coverage
and completion.
-All daily lesson plans must have learning objectives that are linked to
specific State standards.
-Summative assessments must include State standards.
-Summative assessments must be created before each unit is taught.
Action Plan
-Mentor will share samples of action plans with the Lucero. Lucero will
create an action plan by filling in the template provided by the mentor or
by creating one of her own. The mentor will encourage Lucero to work on
areas that she finds challenging, yet is still capable of finding success in.
Regular classroom visits and emails will help to keep the mentors
confidence high.
Monitoring
Mentor will meet with Lucero once every two weeks at a scheduled time and
location. Mentor will visit Luceros classroom for 20-25 minutes once a
week to observe classroom management and to monitor assessment. Mentor
will provide Lucero with encouragement through face to face contact, emails
and phone calls. Mentor will monitor the completion of the coaching plan
workbook that has been provided to Lucero.
Coming to Closure
Lucero will complete the closure activities in the coaching plan workbook
and then discuss her responses with her mentor.

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COACHING PLAN WORKBOOK

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Coaching Plan
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EDL 531
September 16, 2012
Kanika White

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The world of education is an exciting and fulfilling career. Teachers have

an incredible responsibility because they have the potential to impact a
students life forever. At times teaching can feel very isolated,
intimidating and overwhelming. A teacher coach or mentor can help to
alleviate stress and help to improve teacher performance. Communication
is the key to an effective mentoring relations hip. Reflection and
determination will also help you to reach your goal of improving student
performance and understanding.
Awareness
1. What do you expect from a mentoring relationship?
_____________________________________________________________________ __
_______________________________________________________________________
_______________________________________________________________________

2. What will success look like to you?

_____________________________________________________________________ __
_______________________________________________________________________
_______________________________________________________________________
3. How would you like your mentor/coach to assist you?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4.

Do you have any questions that you w ould like to ask your mentor/coach?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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Substantial research indicates that

setting specific, reasonably difficult
goals improves performance. (DuBrin,
2005)

Goals and Objectives

1. What is your mission statement as a teacher?
develop one and write it on the lines below.

If you do not have one,

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. Create 3 specific and realistic classroom goals for yourself.

date at which you would like to have each goal accomplished.

Include the

Goal #1 _______________

Date to be completed_______________

Goal #2 _______________

Date to be completed_______________

Goal #3 _______________

Date to be completed_______________

3. It is important that goals be reviewed from time to time to ensure that

you are on the right track and that you will be able to accomplish your goal
by the set deadline. For each goal specify when or how often you plan to
review each goal.
Goal #1 _______________

Date(s) to be reviewed

_______________

Goal #2 _______________

Date(s) to be reviewed

_______________

Goal #3 _______________

Date(s) to be reviewed

_______________

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Designing an Action Plan

An action plan describes how you are going to

reach your goal. The major reason an action
plan is needed for most goals is that without a
method for achieving the desired result, the goal
is likely to slip by. (DuBrin 2005)

Specific
Goal

How will this goal

be accomplished?

Date for
review

Date(s)to
meet with
mentor

Deadline
for
completion

___________

_________________

________

__________

__________

___________

_________________

___________

_________________

________

__________

__________

________

__________

__________

__________________

___________

_________________

___________

_________________

___________

_________________
_________________

___________

_________________

___________

_________________

___________

_________________
_________________

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Monitoring Progress

A sophisticated goal setter realizes that all goals are

temporary to some extent. In time, one particular goal
may lose its relevance and therefore may no longer
motivate. (DuBrin, 2005)

After reviewing the progress of your goals write a reflection based on how
you feel your progress is going.
Goal #1 Review 1 ___________________________________________________
_______________________________________________________________________
Review 2 ___________________________________________________
_______________________________________________________________________
Review 3 ___________________________________________________
_______________________________________________________________________

Goal #2 Review 1 ___________________________________________________

_______________________________________________________________________
Review 2 ___________________________________________________
_______________________________________________________________________
Review 3 ___________________________________________________
_______________________________________________________________________

Goal #3 Review 1 ___________________________________ ________________

_______________________________________________________________________
Review 2 ___________________________________________________
_______________________________________________________________________

Review 3 ___________________________________________________
_______________________________________________________________________

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Closure

Theres a trick to the 'graceful exit.' It means

leaving whats over without denying its validity or
its past importance to our lives. It involves a sense
of future, a belief that every exit line is an entry,
that we are moving up, rather than out.
-Ellen Goodman

You have worked hard to accomplish your goals.

well and what you could have improved on.

Reflect on what you did

Goal #1_______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Goal #2 _______________________________________________________________
______________________________________________________________________
______________________________________________________________ ________
______________________________________________________________________

Goal #3_______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What new goals would you like to set for yourself?
______________________________________________________________________
______________________________________________________________________

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10

Please circle the answer that best describes your experience.

1= very true 2=true
3=not true
1.

My coach took the time to get to know me.

2.

I felt supported by my coach.

3.

My coach made time to meet with me regularly.

4.

My coach had a good understanding of what I needed

to work on to be a more successful teacher.

5.

I accomplished the goals I set for myself.

6.

I am planning to continue to work on my current goals.

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11

Resource
DuBrin A. J. (2005). Coaching and Mentoring Skills. Upper
Saddle River, NJ: Pearson Education Inc.