Coaching Protocol Lesson Plan Instructional Leadership Coaching Protocol
The Goal-Setting Pre-Observation Conference
Assistant Principal Supervision Toolkit • High School Instructional Cycle (Fall 2026)
SESSION DURATION: 45 MIN
STANCE: Collaborative Partner
Conference Purpose: Transition the traditional evaluative pre-conference into an inquiry-based coaching dialog. The Assistant Principal guides the educator to synthesize prior year student outcome data, isolate one high-leverage instructional practice, and calibrate explicit teacher/student look-fors for the upcoming formal fall observation.
Lead Domino Focus
Prioritize one high-leverage skill (e.g., student discourse, check for understanding) over an exhaustive checklist.
Observable Impact
Anchor goals directly in observable student cognition and measurable output rather than teacher activity alone.
Psychological Safety
Frame observation as low-stakes data gathering toward targeted professional growth rather than administrative compliance.
Phase 1 Rapport, Grounding & Reflective Self-Assessment
00:00 – 10:00 (10 Min)
AP Objective: Establish an open coaching partnership, validate educator context, and review baseline student performance patterns and self-reflection responses.
Coaching Question Stems:
"Looking at your students' entry work, what instructional rhythm is working best?"
"Which group of students currently feels furthest from your target outcomes?"
Teacher Evidence / Deliverables:
Self-assessment rubric completed prior to meeting
Baseline formative assessment sample or diagnostic exit ticket
Phase 2 Isolating the High-Leverage Instructional Goal
10:00 – 25:00 (15 Min)
AP Objective: Co-craft a single SMART instructional goal anchored in student cognitive lift and teacher instructional execution.
Coaching Question Stems:
"If we could move the needle on just one practice to transform student mastery, which would it be?"
"How will students experience this shift during direct engagement?"
High-Leverage Focal Clusters:
Discourse: Academic talk protocols & peer critiqueChecks for Understanding: 100% response samplingCognitive Lift: Shifting questioning from recall to analysis
High School Administration Leadership Suite Page 1 of 2
Observation Calibration & Facilitation Strategies
Phases 3 & 4 • Coaching Pivot Scenarios • Administrative Checklist
Part II: Execution
Phase 3 Calibrating Observable Look-Fors & Artifacts
25:00 – 37:00 (12 Min)
AP Objective: Map concrete observational criteria so both administrator and teacher share 100% clarity on what success sounds and looks like.
Observable Teacher Actions:
Intentional wait time (≥ 5 seconds before call-on)
Circulation with targeted tracking clipboard
Explicit exemplar vs. non-exemplar comparison
Observable Student Behaviors:
85%+ of students actively annotating text prompts
Structured peer defense using sentence frames
Individual completion of end-of-period exit ticket
Phase 4 Observation Windows, Agreements & Logistics
37:00 – 45:00 (8 Min)
Observation Window: Agreed 3-day target window and specific class period.
Observer Footprint: Quiet entry; AP review of student work in progress.
Post-Conference: Calibrated debrief locked in calendar within 48 hours.
Coaching Pivot Guide: Addressing Common Hesitations
Teacher Hesitation / Scenario
Diagnostic Cause
AP Coaching Pivot Stem
Proposes broad, vague goal ("Improve student engagement")
Unclear on metric of engagement vs. compliance
"What would engagement look like in students' written notebooks during minute 25?"
Expresses high anxiety regarding rating scale
Fear of punitive evaluation outcome
"Our observation is a coaching lab. Let's look at the data together to build next steps."
Selects comfortable, already-mastered routine
Risk-aversion in formal supervisory setting
"You already have strong routines here. Where could we stretch students to lead the thinking?"
Post-Conference Administrative Checklist:
Log goal and agreed look-fors in evaluation portal
Confirm observation calendar invite with lesson plan deadline
Send brief encouragement email summarizing agreed focus
Reserve 30-minute block for post-observation debrief
The Goal-Setting Pre-Observation Conference • High School Supervision Protocol Page 2 of 2
Observation Compass Slide Deck Instructional Leadership Series
Fall Observation Cycle 2026
Assistant Principal Coaching Protocol
The Goal-Setting
Pre-Observation Conference
Guiding high school educators through reflective self-assessment, high-leverage goal selection, and shared observation look-fors.
Focus: Teacher Collaboration & Cognitive Growth Duration: 45 Minutes
The Supervisory Mindset Shift
Coaching Stance
Compliance Stance
• Focuses on scoring against a static checklist
• Administrator as sole evaluator and judge
• Encourages low-risk "safe" performances
Result: Surface compliance without long-term change
Coaching Partnership
• Focuses on student thinking and cognitive lift
• Co-investigation of student work and evidence
• Embraces stretch goals and instructional refinement
Result: Deep instructional mastery and student ownership
Observation Compass • Principle 1 Growth Over Compliance
Phase 1 • First 10 Minutes
Reflective Self-Assessment
10 Min
Diagnostic 01
Student Data Baseline
Review initial writing samples, lab rubrics, or diagnostic quizzes to identify mastery gaps.
"Where are students struggling most?"
Diagnostic 02
Teacher Energy & Routines
Examine current daily routines: transitions, pacing, question framing, and time spent talking.
"Who is working harder: you or students?"
Diagnostic 03
Equity & Engagement
Pinpoint quiet students, English learners, and students needing tailored cognitive access.
"Whose voices are missing during discussions?"
Observation Compass • Step 1 Grounding in Classroom Reality
Phase 2 • 15 Minutes
Selecting the "Lead Domino" Goal
15 Min
1. Cognitive Lift & Student Discourse
Shifting talk time from 70% teacher to 70% student through structured protocols, paired defense, and high-order prompting.
Rigor
2. Systematic Checks for Understanding
Replacing call-and-response with 100% visible evidence (whiteboards, exit tickets, turn-and-talk monitoring) and rapid pivots.
Feedback
3. Scaffolded Independence & Exemplar Analysis
Students deconstruct high-standard models before practicing independently, fostering clear self-assessment.
Goal Setter Discussion Guide Collaborative Coaching Protocol Handout
Pre-Observation Goal-Setting Conference
A shared tool for reflective diagnostic inquiry, goal selection, and observation calibration.
Fall Cycle 2026
Educator Name
Assistant Principal
Department / Course
Conference Date
Part 1
Reflective Diagnostic Stems (Completed collaboratively or in pre-work)
1. Based on your initial student diagnostics and classroom observations, what instructional strength is currently driving engagement?
2. Which specific student subgroup or learning standard currently reveals the most significant opportunity for deeper mastery?
3. When students struggle during independent or paired practice, what is the primary bottleneck you observe?
Part 2
High-Leverage "Lead Domino" Goal Formulation
Identify one high-impact practice that will unlock student cognitive lift and measurable achievement.
Target SMART Instructional Goal:
Example: "Increase student-led academic discourse so that 85% of students use discipline vocabulary to justify reasoning during turn-and-talk protocols."
Primary Instructional Lever
Cognitive Lift & Discourse
Checks for Understanding & Real-Time Pivots
Scaffolded Independence & Exemplars
Target Student Impact Metric
Collaborative Coaching Protocol • High School Supervision Series Page 1 of 2
Observation Calibration & Action Commitments
Shared Look-Fors Matrix • Support Strategy • Logistics Agreement
Part II: Observation Prep
Part 3
Calibrated Observation Look-Fors Matrix
Articulate concrete, observable evidence for both teacher execution and student demonstration.
Teacher Observable Actions & Prompts
Student Observable Behaviors & Output
What will the administrator see/hear the teacher do?
Prompts: Wait time, framing questions, circulation tracking rubric, feedback prompts.
What will students say, write, or demonstrate?
Evidence: Written notes, peer argumentation, exit ticket completion rate, voice equity.
Part 4
Coaching Support & Resource Commitments
What support, resources, or co-planning will the Assistant Principal provide prior to observation?
Peer Modeling / Video
Curricular / Graphic Tools
Targeted Lesson Co-Design
Part 5
Observation Window & Post-Conference Scheduling
High Leverage Coaching Rubric Instructional Supervisory Framework
High-Leverage Coaching Rubric
Evaluation & Coaching Continuum for High School Pre-Observation Conferences (Fall 2026)
Standard: High School Growth
Target: Level 3 (Proficient)
Level 1: Emerging Compliance / Broad
Level 2: Developing Teacher-Centric Focus
Level 3: Proficient Student Cognitive Lift
Level 4: Exemplary Student Autonomy
DIMENSION 1 Reflective Self-Assessment & Goal Precision
Pre-Conference Diagnostic Preparation
Emerging (1)
Goal is vague or purely administrative (e.g., "manage time better"). Minimal baseline data provided; unable to identify specific student struggle points.
Developing (2)
Goal references a generic instructional activity (e.g., "use more worksheets"). Relies on anecdotal impressions rather than concrete student diagnostic work.
Proficient (3) [Target]
SMART goal targets a high-leverage instructional practice tied to verified student baseline data. Connects teacher action directly to student cognitive lift.
Exemplary (4)
Goal is deeply differentiated across student subgroups, targeting high-level metacognitive independence. Articulates clear progress-monitoring metrics.
DIMENSION 2 Cognitive Lift & Student Academic Discourse
Instructional Rigor & Student Talk
Emerging (1)
Teacher dominates 80%+ of classroom talk. Questions are primarily low-level recall (yes/no or brief fill-in). Little to no structured peer talk.
Developing (2)
Pairs talk briefly, but prompts are unstructured without accountability. Teacher routinely answers own questions or validates single responders without wait time.
Proficient (3) [Target]
Teacher enforces consistent wait time (≥ 5s) and uses structured discourse protocols. 80%+ of students articulate, defend, and critique ideas using academic terms.
Exemplary (4)
Students independently facilitate academic discourse, challenge peers' reasoning with textual evidence, and self-regulate conversation balance across the room.
High-Leverage Instructional Coaching Rubric • Assistant Principal Toolkit Page 1 of 2
Formative Responsiveness & Synthesis
Dimensions 3 & 4 • Coaching Synthesis & Observation Target
Part II: Assessment & Debrief
DIMENSION 3 Real-Time Formative Assessment & Instructional Pivots
Checks for Understanding
Emerging (1)
Relies on rhetorical questions ("Any questions?") or assumes whole-class understanding based on one willing volunteer's correct response.
