As A Principal, A Key Responsibility Is To Promote Shared Ac

As A Principal A Key Responsibility Is To Promote Shared Accountabili

As a principal, a key responsibility is to promote shared accountability for each student’s success. Principals who provide supportive coaching to teachers help them develop their professional skills and demonstrate that shared responsibility promotes trust and collaboration. The basic coaching cycle includes three stages: 1) pre-conference, 2) classroom observation, and 3) post-conference. After viewing and reading this week’s topic Resources, research the teacher coaching and development process. Compose a 500–750 word summary answering the following questions on teacher coaching and the development process: Inquiry into Teaching and Learning: Observation Pre-Conference What aspects of the pre-conference is different from what you have experienced as a teacher? What questions do coaches/administrators ask teachers during the pre-conference? Provide specific examples. How could teachers' responses indicate their level of planning and preparation for the lesson? Assessment of Teaching and Learning: Classroom Observation When observing a lesson, what are components a coach/administrator might look for? Explain your answer. What types of feedback should coaches/administrators provide teachers after viewing the lesson? For instance, classroom management, pedagogy, and lesson components could be areas to observe. Is one of these an area that an administrator should focus on more or less? Why? Should coaches/administrators provide constructive feedback or additional support during an observation? Explain your answer. Assessment of Teaching and Learning: Post-Observation Conversation When watching the post-observation videos, what did you notice about the opening comments by the coaches? How does this set the tone for the post-conference? Did the coach use specific evidence during the post-conference when giving the teacher feedback? What effect did this appear to have on the discussion? Evaluate the effectiveness of the coach’s/administrator’s ability to provide positive feedback. In your opinion, did the coach validate the strengths of the lesson? Explain. When a coach/administrator provides constructive feedback, it is sometimes phrased as a question. Why is this a good strategy when asking the teacher to reflect on areas of the lesson that need refinement? Provide a minimum of three scholarly resources to support your summary.

Paper For Above instruction

Introduction

Effective teacher coaching and professional development are vital components in fostering educational success and ensuring shared accountability among educators. As principals shoulder the responsibility of nurturing teaching excellence, understanding the coaching cycle—comprising pre-conference, classroom observation, and post-conference phases—is fundamental. This paper explores each stage in detail, comparing personal teaching experiences with observed practices, and evaluates how targeted coaching enhances teaching effectiveness and student outcomes. The discussion is supported by scholarly literature emphasizing the importance of reflective practice, specific feedback, and collaborative inquiry in professional growth.

Pre-Conference: Contrasts and Clarifications

The pre-conference phase provides an opportunity for coaches or administrators to engage teachers in discussion regarding upcoming lessons, goals, and instructional strategies. Unlike the typical teacher-centered planning sessions experienced personally, effective pre-conferences prioritize partnership and collaborative goal setting. Teachers are encouraged to articulate their instructional intentions and reflect on student needs, while coaches probe with open-ended questions that facilitate deeper planning (Fisher & Frey, 2013). For example, a coach might ask, “What specific instructional strategies will you employ to differentiate for diverse learners?” or “How do you plan to assess student understanding during this lesson?” Such questions reveal the depth of a teacher’s planning, their understanding of instructional methods, and their readiness to implement lessons. Teachers’ responses—such as detailed lesson steps, targeted learning objectives, and differentiation plans—indicate thorough preparation and confidence, whereas vague or hesitant responses may suggest areas requiring additional support or clarification.

Classroom Observation: Focus Areas and Feedback Strategies

During classroom observations, coaches typically examine core components such as instructional delivery, student engagement, management strategies, and assessment techniques (Marzano, 2017). Observers look for evidence of clear learning goals, effective questioning, pacing, and evidence of student understanding. According to Stronge (2018), feedback following observations should encompass multiple dimensions—addressing pedagogical practices, classroom climate, and lesson structure. For instance, an administrator might comment on the clarity of instructions, the use of formative assessment, or classroom management techniques. While all areas are important, weighting feedback on instructional strategies and student engagement can be more impactful because they directly influence learning outcomes (Hattie & Timperley, 2007). Constructive feedback paired with targeted suggestions and support during an observation fosters immediate improvement and sustained growth. For example, if classroom engagement is low, a coach might suggest specific techniques such as questioning strategies or collaborative activities to enhance participation.

Post-Observation: Building a Reflective Dialogue

The tone established by opening comments during post-observation discussions significantly influences the effectiveness of coaching conversations. Coaches who initiate with positive observations set a constructive tone, encouraging openness and receptivity. According to Lam (2014), framing feedback with acknowledgment of strengths creates psychological safety, making teachers more receptive to constructive critiques. The use of specific evidence—such as citing student responses or behavioral examples—grounds feedback in observable behaviors, enhancing credibility and clarity (Hattie & Timperley, 2007). The coach’s ability to balance positive reinforcement with constructive guidance demonstrates professional judgment and supports continuous improvement. Validating strengths—such as effective questioning or classroom management—boosts teacher morale, motivating further development. Phrasing constructive feedback as questions is a strategic technique; it prompts teachers to reflect critically on their practices without feeling defensive, fostering ownership of their growth areas. For example, asking, “How might incorporating more formative assessments improve student understanding?” invites discovery rather than prescription.

Conclusion

Effective coaching is integral to promoting shared accountability, professional growth, and student success. The pre-conference phase fosters collaborative planning; classroom observations identify specific instructional practices; and post-conference discussions facilitate reflection and targeted development. The use of supportive, evidence-based feedback—delivered in a respectful manner—encourages teachers to refine their practices continuously. As principals and instructional leaders embrace these coaching strategies, they cultivate a culture of trust, collaboration, and ongoing improvement, ultimately enhancing educational outcomes for all students.

References

• Fisher, D., & Frey, N. (2013). Checking for understanding: Formative assessment techniques for your classroom. ASCD.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Lam, R. (2014). Strategies for effective feedback in coaching conversations. Journal of Educational Leadership, 32(4), 45-52.
• Marzano, R. J. (2017). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
• Stronge, J. H. (2018). Qualities of effective teachers. ASCD.