Using Try-Measure-Learn to Develop a Coaching Cycle

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From the Designer

“This series is designed to support coaches of any range of experience with shared spaces with peers to reflect on their craft and identify ways to make their support more student centered and more efficient and replicable. The design focuses on key ideas and mindsets of transformational coaching such as the importance of role, cyclical conversation, and relationships.”  – Daniel Guerrero, Learning Designer

Overview

Instructional coaching is increasingly recognized in education as the most effective form of on-the-job, relevant support available to teachers. The primary purpose of an instructional coach is to build instructional capacity in teachers. In order to do that, great instructional coaches use a student-focused lens to provide a continuous improvement system for teachers via goal-setting, formal and informal observation, feedback, reflection, and collaborative action planning. By supporting teachers to reflect on and improve their teaching, effective coaches can change teacher practice, improve student achievement, build teachers’ content knowledge and content-specific skills, and help facilitate whole-school improvement initiatives.  In this 3 part series, we will delve into supporting instructional coaches to articulate this role for themselves, and for stakeholders.

• Session A: Defining the Coach Role to Set Up Successful Coaching
• Session B: Using Try-Measure-Learn to Develop a Coaching Cycle
• Session C: Communicate with Teachers Effectively to Personalize Support

Audience

These workshops are designed to support technology coaches, instructional coaches, and school leaders who are doing coaching with an opportunity to build shared language and goals around their role.

Specifications

• 3 sessions, each 2 hours
• Sessions may be separated from the series and combined with other offerings, but are designed to be ideally deployed as a consecutive series with some time between sessions
• Participants will need a camera, microphone, and a Zoom-enabled device

Outcome

I use effective coaching cycles and/or models to support teacher practice.

Learning Experience

Session B: Using Try-Measure-Learn to Develop a Coaching Cycle

Define

• Participants will build context around the idea of ‘bending the line’ which encompasses the larger idea of developing coaching cycles and making learning targeted and cyclical for teachers
• Participants will use a simple framework (Try, Measure, Learn) to understand how coaching can be student centered, non-evaluative, and impactful

Explore

• We will explore various coaching cycle examples to practice ways to ‘operationalize’ coaching cycles using questioning, meeting structures, and communication

Build

• Participants identify one strategy that they explored or experienced to help them ‘bend the line’ and create a cadence of coaching to support their vision.