Virtual Coaching: The Coaching Meeting
If you missed Part 1 on Virtual Coaching, which focused on virtual observations and accountability, I recommend checking it out before reading Part 2 below. For more context on my experience as a virtual coach, check out My Journey as a Virtual Coach.
In this Part 2 of 2 on Virtual Coaching, I focus on similarities and differences between coaching virtually and in-person as well as virtual coaching meetings.
If you are considering virtual coaching or using elements of virtual coaching in your in-building practice, it’s helpful to understand some of the coaching elements that remain the same and those where virtual and in-person coaching differ.
Similarities between Virtual and In-Person Coaching
Focused next step: Teachers leave coaching meetings with a crystal clear next step.
Student-focused goal: In both, the work of coaching focuses on a goal that centers students and their learning and engagement in the classroom.
Differentiated: Because coaching is 1:1 professional development, coaching is differentiated to teachers' specific needs in their specific context. Even the frequency of support should be differentiated based on teacher need.
Instructional framework: In order to norm on what good teaching looks like, coaching aligns with a clear instructional framework, most often the framework used by the school or district. Because many instructional frameworks fall short, coaches may need to add more specific strategies or address elements that may be lacking in the framework, such as relationships with students, equity, or SEL.
Meeting structure: No matter the format, strong coaching utilizes a clear meeting structure that prioritizes teacher practice and is rooted in classroom data.
Data collection: Coaching is informed by a consistent and focused analysis of what is happening in the classroom, looking at what both students and teachers are saying and doing, and tracking trends over time.
Differences between Virtual and In-Person Coaching
With virtual coaching, coaches can’t just “pop in” to the classroom to talk with the teacher when they are unresponsive.
While a solid amount of data can be collected from recorded observations, there is a limitation to what can be seen or heard compared to in-person observations. See Part 1 on virtual observations for navigating these differences.
Depending on the context, virtual coaching partnerships are typically limited in the number of weeks for the partnership, often ranging from 6 - 12 weeks total compared with a semester or year-long partnership that is more common for in-building coaches.
When using a virtual observation, teachers have the benefit of watching their own classes which is excellent for reflection.
Virtual Coaching Meetings
The structure of the virtual coaching meeting is very similar to what I recommend for in-person coaching meetings. For a successful coaching meeting, make sure to include these components:
Rapport-building: Take the first few minutes to check-in with your partner teacher on a human level. Find things you have in common outside of work and ask questions to follow up on what you have already learned. Since virtual coaches may have less relationship-building touch-points with a teacher, these first few minutes are crucial. (I have known virtual coaches who have found ways to make connections throughout the week, such as texting their teacher throughout the week.)
Glow & Grow: This is a very simple structure that most people are familiar with. Including one or several “glow” areas to celebrate is important not only for teacher buy-in and confidence building, but also for teachers to see their own progress throughout the partnership. Then sharing one very clear “grow” area helps make sure you meeting is focused and the teacher is clear on how they can grow as an educator to positively impact student outcomes.
Practice: Ideally all coaching meetings, even in the virtual space, allow for at least half the time for teachers to actually practice their new skills with you. Practice can include role-playing through multiple scenarios or co-planning part of a lesson together.
Next steps: It’s helpful to close coaching meetings with a few questions to make sure you and your coachee are on the same page: “What are your biggest takeaways from our meeting today? And what are your next steps?” Additionally, coaches can ensure that they have an agreed upon time for a next observation, next meeting, and any other “deliverables” that a teacher will be getting back to the coach.
Virtual Tips for All Coaches
Use visuals: When facilitating coaching meetings virtually, it’s helpful for teachers to have some clear visuals to anchor your meeting. These can include a Google Doc with an agenda, a slide deck, a table with classroom data, or a photo or video clip to model the skill you are building together.
Video clips: Share a quick clip of the teacher’s class during the coaching meeting. This could be a glow area to celebrate, or a look at what is happening in the class to point to the grow area.
Interaction: Whether meeting in person or virtually, consider exactly how you’ll ask teachers to engage in the coaching meeting. (Just like how think about exactly how we want students to engage during class.) Will they be revising a lesson plan, scripting questions, drafting an activity, or role playing through a scenario?