Work Plan Template

Teacher:

School:

Coach:

Coachs Personal Vision:

The purpose of this section is for the coach to explain their philosophy as a
coach, their strategies and why they are a coach.

School Wide Student Achievement Goals:

This section will explain the school wide goals. This can be used a focus for
that teacher or it can be used to link the individual teachers philosophy to
the school wide goals. If coaching is connected to broader school or district
level efforts, there is a greater possibility that coaching will be reinforced om
professional development sessions, peer observations, and the like, and that
we can better support our clients (Aguilar, 2013 p.103.) The purpose of this
section is to connect what you are working on with your teacher to what the
school is working on. Having a connection will allow for reinforced training
through school PDs and observations as well as more interest from the
teacher since it is already something he or she is expected to do.

When choosing the school goal the coach should choose one that will make
the most impact with their client and n the classroom as well a goal that
works with that individuals philosophy.

Clients Goals:

This is the section where the coach and client set a goal for their time. This
goal should be one where it will make a large affect in the classroom and
should be one that aligns with the school and teachers philosophy. For this
goal, the coach can link it to school wide goals as well as any external
standards and criteria. With that said, the goal needs to be meaningful to the
client.

SMARTE Goal 1&2:

 Once areas of improvement are identified as well as measurement
tools then a SMARTE goal can be set. SMART Goals are gap-closing
goals: We use them to attain a result that is different from what
currently exists (Aguilar, 2013 p.125.) SMARTE is an acronym for;
strategic and specific, measurable, attainable, results-based, time-
bound and equitable.

When setting a SMART goal, the coach and teacher must choose a
specific area for improvement. From there a time frame needs to be
chosen, this time frame needs to be reasonable and attainable. Once
those are established a way to measure progress needs to be
determined. Finally, once the goal has been established the coach and
teacher need to make sure it is equitable, this goal needs to meet the
needs of students who are not meeting the standard.

Rational:

This section will explain the reasoning for the goal and the effect it will
have in the classroom.

Strategic Activities:

This section will provide explicit instruction the how the teacher will
meet the goal, how the coach will assist and what tools will be used to
measure progress.

Teacher and Coach:

In this section, the coach and the client will determine how to meet the
goal they have set. In this conversation they can discuss what the teacher
has been doing so far and what can be added into the classroom. The
conversation continues until coach and client have exhausted their ideas
about what actions might lead to meeting the goal- this is a first start at
exploring the gaps in the clients skills, knowledge and capacity (Aguilar,
2013 p.132.)

Once the possibilities have been discussed the teacher and coach will
decide what to they both will do together. This can include developing
assessments, preparing discussion with students and researching.

Teacher:
 This section will come from the same discussion as above but these
activities will be specifically designed for the teacher. This can be as simple
as engaging in conversations and implementing the procedures into their
classroom.

Coach:

This section is when the coach will set goals for him or herself, this will
not be part of the conversation with the client. Once the coach has
discussed the strategy with the

client, the coach will reflect on where the teacher is, and next steps
needed. Then the coach can set a plan to help guide future coaching
sessions.

Indicators of Progress:

In this step, the coach and client will have another conversation to
discuss what tools will be used to measure progress. The school
assessment tools, rubrics, observations or conferences can be used for
this data.

Dates for Plan Review:

Once steps have been established as well as assessments a timeline

will be established. The teacher and client will discuss how often to meet
and when data will be due and looked at.

Coaches Theory of Action:

This section is where the coach takes a step back and determines what she
needs to do to help the client achieve their goals.

To Meet Teachers Goals:

What can the coach do to meet the teachers needs? This can include
scaffolding, coaching, exploration This section lays out what the
coach will do to assist the teacher.

To Effect Systems Change:

What can the coach do to create change? This can include

documentation and further coaching. This section is focused on results and
how the data can create change.
 Rational:

This section explains why. The coach needs to research effective

techniques that will allow for change and be able to justify their steps.

Coaches Goals (as Measured on the Transformational Coaching

Rubric)

This section is where the coach will set a goal for him or herself. It can be set
up like the SMARTE goals above.

Rational:

This section is where the coach rationalizes their goal and explains how it will
create change and benefit the teacher.