Coaching Plan
KELSEY
ELEMENTARY
SCHOOL
The purpose of this Coaching Plan is to provide Mrs. Goins (mentee) a clear and
concise plan of the professional norms, practices, and policies in accordance
with the professional growth plan. Per the agreement you are to engage in
meaningful, high-quality professional development in correlation to this Coach
Plan.
EDL/531
MENTORING
&
COACHING
ACTIVITY
Complete Part 1 with mentor/coach and Part 2 with mentee that will be
coached. Coach Plan must be completed before Session 2.
Part 1 Complete with Principal
Name of Coach
Mr. Scarborough, Terrence
Teaching
Assignment
Teacher Leader (Coach/Mentor)
Name of
Principal
Date: February 10, 2014
Email address
scar13@email.phoenix.edu
Ms. Barreto, Stefani
Email address
BStefani@email.kelsey.edu
School
Kelsey
District
Unified School District
Structure
I plan to use the one-on-one coaching-heavy modality to encourage the mentee to try new
things, expand her teaching skills and become actively involved with coworkers and staff at
the same grade level or subject matter.
Identification
and Attributes
of Mentee
(Teacher)
Mrs. Goins is a 4th grade teacher that has been in the field of education for 11 years with
vast teaching experience, skills, and fortitude. Of note, there are multiple concerns that
need to be addressed.
Other
Intervention
•
Transfers to another school annually
•
Misses 2-3 days of work monthly due to medication
•
Teaching method is independent learning, not direct instruction
•
Poor class management
Mrs. Shirlene Goins has been monitored by the principal, Ms. Barreto, on several occasions
and has received numerous complaints from parents. After suggestions for improvement in
instructional and classroom management techniques, along with parent communication
strategies, there has been no change in her actions.
A comprehensive and detailed teacher (mentee) profile can be found at the following link:
https://ecampus.phoenix.edu/secure/aapd/cist/vop/Education/Elem/ElemTeacherInfo.asp.
Coach Plan Session 1 HANDOUT
1
Name of
Mentee
(Teacher)
Mrs. Goins, Shirlene
Coach Roles and Responsibilities: My main role will be to help the mentee plan and implement ways to
conform and meet needs by not only option to offer but also balance as a data coach, resource provider,
mentor, curriculum specialist, instructional specialist, classroom supporter, learning facilitator, school leader,
catalyst for change and learner.
My responsibility implement an effective process designed to improve teaching experience, feedback & support,
and assist with implementation challenges.
Resources: Recommend the possibility of one lunch period that can be considered a working lunch every other
day for coaching. In addition there are other coaches in the unified school district, and I hope to get together a
couple of times by the end of the academic year. Funding is internal to the organization and there is no extra
pay due to allocated time, but other options are being considered.
They way ahead are that the facilitators and the other coaches in the Peer Coaching Program will be a resource
in the future.
Communication: Before, during and after each session I will communicate with the mentee by providing
expectations and feedback that is conducive to her areas of improvement.
On a monthly basis I will coordinate and meet with the principal to discuss progress and share my collaboration
log. With the consent of the mentee I might share the coaching at one of the staff & faculty meetings in a
small-group or large-group presentation to establish shared knowledge and shared understanding.
Thinking About Coaching and Collaborating
Part 2 of the Coaching Plan
As a coach, I will work one-on-one with the mentee by
taking her on a journey of personal growth through
assessment, goal setting, preparation, implementation and
reflection to help plan and implement standards-based
lessons that integrate measures to address the
identification and attributes of concern via the Coaching
Cycle reflected in Figure 1-1.
Figure 1-1
Part 2 of the Coaching Plan will help the mentee improve the areas of concern and enhance her ability
to collaborate and dialogue with other mastery teachers to share best practices and lessons learned.
To help expedite the process I will use an informal Coaching Goals Planning Worksheet to establish
lines of effort or sense of direction for the coaching effort. The input from the worksheet will launch a
coaching focal point and to write a coaching realistic goals and objectives, then answer the questions
Coach Plan Session 1 HANDOUT
2
listed below. After Session 2, mentor and mentee will collectively list the norms for additional coaching
meetings.
Our Plan for Working Together
Directions
Coach and mentee must establish and concur on the following goal, progression measure and time.
Description
Instructional
Goal
Provide various forms of assistance that improve instructional and classroom
management techniques, along with parent communication strategies.
Coaching
Program Goal
Statement
Work collaboratively to create positive outcomes for mentee’s instructional and
classroom management techniques to include establish ways to effective
communicate with support channels (families, students, staff & faculty) and
integrate those same methods by complying with the professional growth plan.
Measuring
Progress
Discussion

Asks targeted questions and records informally student responses
Journal

A written assignment used to chronicle the development/growth
Case Study

Time
Closure
A written assignment used to demonstrate systematic inquiry into a
specific
Point in time

In my one lunch period every other day, meet with mentee to solve
current issues and those unforeseen.

I want to use multimedia among the entire staff & faculty to share ideas
and ways to prevent future concerns of this session’s nature.
Evaluate, acknowledge, and celebrate achievement of learning outcomes.
Coach Plan Session 1 HANDOUT
3
References
Portner, H. (2005). Teacher mentoring and induction: The state of the art and beyond. Thousand
Oaks, Calif: Corwin Press.
Knight, J. (2009). Coaching: Approaches and perspectives. Thousand Oaks, Calif: Corwin Press.
Zachary, L. J. (2000). The mentor's guide: Facilitating effective learning relationships. San
Francisco: Jossey-Bass Publishers.
Coach Plan Session 1 HANDOUT
4