INDIVIDUAL COACHING WORK PLAN

Individual Teacher: Connally

Strengths: being nurturing with the children, being
specific when she is talking or praising the students, being organized, using data to drive instruction,
using her resources, being open to being coached and collaborating with me as well as her Instructional
Assistant and Team Mates
ELA SCHOOL IMPROVEMENT GOAL (use this to guide your work)
Value Statement: At North Forest Pines Elementary School we value children. To this end, we
will: 3. Intervene to meet the individual needs of all students, by using assessment data to
differentiate instruction. 5. Collaborate to provide research based best practices for all students.
STRATEGIC ACTIVITIES:
Suggestions of things that the Teacher & Coach can do together: data analysis, curriculum
planning, common learning (videos, articles, chapters, system-wide PD), site visits, coaching cycles,
etc.
1. Results from Data Analysis (coach facilitates this work with the teacher):
SMART Goal (based on the data): Using the data from the Early Names Test the teacher will target the
sounds the students need to learn at least three days a week for at least 5 minutes each session.
Rationale (why did you chose this Smart Goal?): We chose this goal so the children would get
additional practice on the sounds they needs to learn. Ms. Connally and I discussed the administration
and data to be gathered from the Early Names Test and then the sounds they needed to learn, as well as
practical ways the students could practice them during their one-on-one time or independent time
2. Readings: Common Learning focused on the Goal (coach gathers resources to share with
teacher; teacher determines how/when/which of the resources will be reviewed and shared):
The coach shared the Early Names Test with Ms. Connally during a planning time, showed her the
benefits of using this type of assessment and then what to do with the data. After we did that we
discussed easy ways for her to do strategy groups for the children with missing sounds. We also
discussed integrating this information with our Letterland program data.
3. Instructional Focus (From what weve learned together, what will make the biggest impact for
students?): We decided to move forward with what we learned with a few students. Ms. Connally was
open to changing her format and structures to include this individualized approach for our struggling
students.

4. Teaching Behavior Focus (What instructional strategy does the teacher need to focus on
that has a big effect size?): 1. Strategy groups, 2. Using data to drive instruction, 3. Helping the
students master the sounds they need to learn, 4. Realizing that we often reflect on what we are doing and
revising our strategies as needed.

4. Next Steps (brainstorm these ideas together; then choose a few to do):
Ms. Connally and I will continue to meet frequently and have discussions about what
is working and what we need to tweak. I am in her classroom at least an hour a week
and see many ways she has grown. She is eager to do what is right for her students
Adapted from Elena Aguilar: The Art of Coaching: Effective Strategies for school Transformation. San Francisco: Jossey-Bass, 2013

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and loves to collaborate with her team and me. Our students are lucky to have such
an engaging and interested teacher.

INDICATORS OF PROGRESS (How will you know that this plan is working? If you are not seeing
progress, how might you revise it?):
When we meet we will talk about student progress as well as management of the data. We will also give
the Early Names Test again to monitor growth. We have already revised some things and we will
continue to do so.

Adapted from Elena Aguilar: The Art of Coaching: Effective Strategies for school Transformation. San Francisco: Jossey-Bass, 2013