When is itappropriate toadjust ateacher’s goalduring thecoaching cycle?Reflect on a timeyou used studentdata to drive acoachingconversation.What did youlearn?Describe a timeyou’ve helped ateachersuccessfullyimplement anew strategy.How do youtrack thesuccess of acoachinggoal?Have you ever preconferencedbefore anobservation?Reflect. How did itsupport theteacher?What tools haveyou used to supportyour coaching;lesson plans,checklist, videos,observational notes,etc?Share achallenge you'vefaced in helpinga teacher setmeasurablegoals.Think about atime yousuccessfully seta goal with ateacher. Whatwas it?Reflect onhow you’vebuilt trustas a coach.What type ofgoals do youthink are mosteffective in thecoachingcycle?Reflect on atime when youhad to adjust acoachingstrategy. Whatwas the reason?Reflect on problemsolving whilecoaching. Was thesolution primarilymade by the coach,the collaboratingteacher, or both ofyou?Have you ever preconferencedbefore anobservation?Reflect. How did itsupport you as acoach?Describe a timeyou helped ateacher reflecton theirpractice.What kind offeedback ismost effectivewhen discussinggoals withteachers?Reflect on the identifystrategies you’veused: videorecording, learningfrom students orgathering observationdata. Which workedbest? Why?Describe a timeyou successfullysupported ateacher collect anduse data to reflecton their practice.How do youmeasurecompletionof a goal?What does a"SMART"goal look likein yourcoaching?Reflect on theInstructionalCoaches Toolkit.Are there any toolsthat you likedusing? Why?Reflect. Haveyou ever had tocompletelychange a goalduring thecoaching cycle?Reflect onsharingfeedback. Haveyou ever had toadjust yourapproach?How do youmeasureprogresstowardgoals?Describe acoachingstrategyyou’ve used.When is itappropriate toadjust ateacher’s goalduring thecoaching cycle?Reflect on a timeyou used studentdata to drive acoachingconversation.What did youlearn?Describe a timeyou’ve helped ateachersuccessfullyimplement anew strategy.How do youtrack thesuccess of acoachinggoal?Have you ever preconferencedbefore anobservation?Reflect. How did itsupport theteacher?What tools haveyou used to supportyour coaching;lesson plans,checklist, videos,observational notes,etc?Share achallenge you'vefaced in helpinga teacher setmeasurablegoals.Think about atime yousuccessfully seta goal with ateacher. Whatwas it?Reflect onhow you’vebuilt trustas a coach.What type ofgoals do youthink are mosteffective in thecoachingcycle?Reflect on atime when youhad to adjust acoachingstrategy. Whatwas the reason?Reflect on problemsolving whilecoaching. Was thesolution primarilymade by the coach,the collaboratingteacher, or both ofyou?Have you ever preconferencedbefore anobservation?Reflect. How did itsupport you as acoach?Describe a timeyou helped ateacher reflecton theirpractice.What kind offeedback ismost effectivewhen discussinggoals withteachers?Reflect on the identifystrategies you’veused: videorecording, learningfrom students orgathering observationdata. Which workedbest? Why?Describe a timeyou successfullysupported ateacher collect anduse data to reflecton their practice.How do youmeasurecompletionof a goal?What does a"SMART"goal look likein yourcoaching?Reflect on theInstructionalCoaches Toolkit.Are there any toolsthat you likedusing? Why?Reflect. Haveyou ever had tocompletelychange a goalduring thecoaching cycle?Reflect onsharingfeedback. Haveyou ever had toadjust yourapproach?How do youmeasureprogresstowardgoals?Describe acoachingstrategyyou’ve used.

Coaching Bingo: Reflection Edition - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. When is it appropriate to adjust a teacher’s goal during the coaching cycle?
  2. Reflect on a time you used student data to drive a coaching conversation. What did you learn?
  3. Describe a time you’ve helped a teacher successfully implement a new strategy.
  4. How do you track the success of a coaching goal?
  5. Have you ever pre conferenced before an observation? Reflect. How did it support the teacher?
  6. What tools have you used to support your coaching; lesson plans, checklist, videos, observational notes, etc?
  7. Share a challenge you've faced in helping a teacher set measurable goals.
  8. Think about a time you successfully set a goal with a teacher. What was it?
  9. Reflect on how you’ve built trust as a coach.
  10. What type of goals do you think are most effective in the coaching cycle?
  11. Reflect on a time when you had to adjust a coaching strategy. What was the reason?
  12. Reflect on problem solving while coaching. Was the solution primarily made by the coach, the collaborating teacher, or both of you?
  13. Have you ever pre conferenced before an observation? Reflect. How did it support you as a coach?
  14. Describe a time you helped a teacher reflect on their practice.
  15. What kind of feedback is most effective when discussing goals with teachers?
  16. Reflect on the identify strategies you’ve used: video recording, learning from students or gathering observation data. Which worked best? Why?
  17. Describe a time you successfully supported a teacher collect and use data to reflect on their practice.
  18. How do you measure completion of a goal?
  19. What does a "SMART" goal look like in your coaching?
  20. Reflect on the Instructional Coaches Toolkit. Are there any tools that you liked using? Why?
  21. Reflect. Have you ever had to completely change a goal during the coaching cycle?
  22. Reflect on sharing feedback. Have you ever had to adjust your approach?
  23. How do you measure progress toward goals?
  24. Describe a coaching strategy you’ve used.