COACHING PLAN 1

Coaching Plan
Paul Sabatini
August 2, 2014
EDL/531
Professor Rita Rudolf









COACHING PLAN 2

Introduction
The following coaching plan is for Mrs. Raven Fischer who teaches the 6
th
grade Science
class at Kelsey Middle School. Mrs. Fischer received her degree in biological sciences from a
college that specializes in applications of science for agrarian development ("Kelsey Middle
School", 2005, 2008, 2009, 2011). Mrs. Fischer is also a mentor to Mrs. Mayer whom is also a
Science teacher.
Coaching Plan for Mrs. Raven Fischer
Mrs. Fischers
Attributes
Create
Awareness
Goals &
Objectives
Action Plan Monitoring
Progress
Closure
Strong
communicator with
the current
Administration.
Example: First,
how would an
urban education
conference help us
in this school?
Second, have we
figured out why our
students do not do
well? We think that
we need some data
to define our school
needs before we
look at what other
schools are doing
(Fischer, 2011).
Mrs. Fischer
demonstrates
leadership and
mentoring abilities
along with a
thorough planning
style of her
mentoring with
Mrs. Mayer.
Example: meet
each week to
explore ways that
Mrs. Fischer has
built trust and
developed rapport
among her peers in
that she is a mentor
to Mrs. Mayer.
Based on her
communication with
the administration,
Mrs. Fischer has
proven that she is
willing to provide
assistance to her
colleagues in a non-
judgmental manner
by using the Socratic
Method of
questioning.
Mrs. Fischer also
establishes an
atmosphere and
culture of
collegiality among
teachers by taking
Mrs. Mayer and the
entire Growers team
to a farm nearby to
apply the concepts
that they are
learning ("Kelsey
Middle
To ascertain that
the Scope &
Sequence relevant
data is collected in
a timely manner.
To articulate the
data as it applies
to student learning
outcomes.
To review existing
data and correlate
it to current
student learning
outcomes.
Partner with Mrs.
Mayer to collect
the relevant data
and compare and
contrast the
existing relevant
data with new
relevant data.
Review existing
data (journals,
portfolios and,
knowledge checks)
Collaborate with
peers about data
collection
processes.
Implement an
agreed plan among
all of the interested
parties.
Clarify
expectations and
goals along with
an appropriate
timeframe.
Evaluate the
process between
the two teachers.
Report the data
Disseminate the
data
Evaluate feedback
Establish closure

Continual
weekly
conferences
with the
administratio
n to discuss
how the
progress is
being
facilitated and
monitored.
Acknowledge
areas of
progress and
weakness
among herself
and Mrs.
Mayer.
Discuss
feedback
among the
administratio
n
Finalize the
results in
collaboration
with Mrs.
Mayer.
Maintain a
semblance of
sequence for
another data
reporting
year.
Driving
improvement
as feedback is
evaluated.
COACHING PLAN 3

they both can teach
the district
standards and
content principles
in the context of the
real world that their
students
experience
("Kelsey Middle
School", 2005,
2008, 2009, 2011).
Mrs. Fischers
lesson plans are
detailed and
thorough. (See
Appendix A).
Mrs. Fischers
Scope & Sequence
is well plotted out
for her students
goals and learning
objectives. (See
Appendix B)
School", 2005, 2008,
2009, 2011).
Mrs. Fischer does
practice effective
facilitation skills as a
teacher leader in that
she and Mrs. Mayer
have students keep
journals and
portfolios of their
learning
experiences
("Kelsey Middle
School", 2005, 2008,
2009, 2011) along
with progress
measurement for
each student.
However the
measurement of
collected data
specific as to how
the students in the
class are performing
are lacking.

Conclusion
Portner states that teacher leadership takes on many forms (Portner, 2005. Pg. 171).
The areas of awareness, goals and objectives, having an action plan, monitoring progress and
coming to a closure, all have merits as the coaching plan for Mrs. Raven comes to fruition. Each
teacher will have his or her pitfalls and triumphs during their tenure. The key to overcoming the
pitfalls and acknowledging the triumphs is to establish a coaching plan that necessitates
improvement and detaches complacency in an educational setting.




COACHING PLAN 4

References
Kelsey Middle School. (2005, 2008, 2009, 2011). Retrieved from
https://ecampus.phoenix.edu/secure/aapd/cist/vop/Education/Mid/MidTeacherRecord.asp
?id=2&grade=6
Portner, H. (2005). Teacher Mentoring and Induction: The State of the Art and Beyond, 1e. Sage
Publications

















COACHING PLAN 5

Appendix A: Lesson Plans
1) Sixth Grade - Forming Fossils
Mrs. Raven Fischer
Description: This fossil lesson reviews the two types of fossil formation. The students are then
assessed by answering questions related to the fossil formation information. Students will also
create fossils through the molding and casting procedures.
Duration: This particular lesson should take an hour and a half.
Standard: Students will describe how different types of fossils are formed.
Teacher Objective: The teacher will use subject matter knowledge to organize and sequence the
curriculum to increase student understanding.
Instructional Objective: The students will explain the two processes of fossil formation by
answering questions with 75% accuracy
2) Sixth Grade - What Kind Of Weathering Is It?
Mrs. Raven Fischer
Description: This weathering lesson reviews the two types of weathering, chemical and
mechanical.
The students are assessed by playing a game, which has them identify weathering scenarios as
either chemical or mechanical. Students will also create and present a demonstration model that
illustrates either chemical or mechanical weathering.
Duration: 2 sessions, each 50 to 55 minutes in length.
COACHING PLAN 6

Standard: Earth Science 4A
The student understands that the surface of the earth is constantly changing due to mechanical
and chemical action.
Teacher Objective: The teacher will support and monitor student autonomy and choice during
learning experiences through the creation and presentation of demonstration models.
Instructional Objective: Students will describe how mechanical and chemical weathering work
together to break down rocks and minerals scoring at least a 3 on the Weathering Rubric.
3) Sixth Grade Substitute Teacher Plan
Mrs. Raven Fischer
Classroom: 22
Telephone number: 555-555-0802 ext. 2014, my cell phone 201-555-2457 (call me if you have a
question.)
Classroom Procedures:
1] Work Submission First period is my prep period. Students from my other periods are
required to turn in their homework prior to the beginning of school. At 7:15 you need to place
the turn-in baskets on the table outside of the classroom to the left of the door. Each basket has a
card attached with the period number. Students are accustomed to having the baskets placed in
number order from left to right; two, three, four, five, and six. When the bell rings at 7:30 collect
the baskets from outside and using the period check-off lists found in the notebook on my desk
labeled as such, place an X in the box next to the students name to signify that they have
COACHING PLAN 7

turned in the assignment. If there are any assignments without names, you can place them in the
unclaimed basket on the desk.
Move the baskets to the shelf in back of the desk. Students are NOT allowed to be in this area.
Place a sheet of white computer paper on top of each stack. Any assignments turned in after this
time will be added to the stack on top of the sheet of paper and you will check off the students
name with an L instead of an X to signify that the work was submitted late. You do not need
to correct the assignments. I will do that when I return to the classroom.
2] Bathrooms: Directly behind the classroom. The handicap bathrooms are the teacher restrooms
and the other key (not the room key) is the one that will let you into those. Students may not use
the restroom more than one time per period. Only one student may be out of the room at a time.
3] Passes: Hall pass is hanging on the wall near the door. Students must have this pass to leave
the room for any reason except bathroom or library visits, when they will take the specific pass.
Bathroom pass bathroom sign by the door on the wall (one at a time, only). Library pass red
colored, and on my desk near printer.
4] Referrals: You may leave a list of names of students who acted inappropriately and I will deal
with them upon my return. If you choose to write a referral, then the pink copy must be left for
me on my desk, the yellow copy must be turned into the office before you leave, and the white
copy must be sent home with the student for a parent signature. The referrals are located in the
top right-hand drawer of my desk.
5] Attendance: I do not take attendance since I have first period prep. A student will bring an
absence report around near the end of first period. Please leave the report on my desk.
COACHING PLAN 8

6] Back Packs: Back Packs are to be hung on the back of students chairs when they are in the
classroom. I discourage students from digging in the backpacks during class time. They need to
unpack the materials they need for the class period as soon as they walk into the room. They are
allowed three minutes to get settled and begin the warm-up activity on the board.
7] Seating Chart: I use the same seating chart for each period. On the check-off sheets you will
see that students have numbers next to their names. The numbers on the seating chart correspond
to those numbers.
Schedule
Period 1: 7:30 8:25 Prep Period
Period 2: 8:30 9:25 Science Group One
Period 3: 9:30 10:25 Science Group Two
Period 4: 10:30 11:25 Science Group Three
Lunch: 11:30 12:15
Period 5: 12:15 1:10 Science Group Four
Period 6: 1:15 2:10 Science Group Six
Science Lesson (All periods)
Students get settled and take out materials: 3 minutes
1. Have table captains retrieve the science books from the shelf at the back of the room.
2. Distribute the books at each table. 2 minutes
COACHING PLAN 9

3. Students turn to page B34 42. Tell students that they will make a list of facts about the
reading topic: Mineral Mixtures. Students will record several facts about what they read.
4. Students will partner-whisper read the selection with a person they are sitting next to and at
that time they will add notes to their list. The list should ONLY include facts at this time. Set the
timer for 15 minutes.
5. Each table group will use one sheet of the 2 foot by 3 foot poster paper to create a poster of
pictures and words that accurately portray an answer to one of the questions. Randomly assign a
question to each group. 10 minutes.
6. Begin with the group who was assigned question one. They will present their poster. They will
have three minutes. Other students may add facts to their lists during the presentations. The
sharing should take a maximum of 18 minutes.
7. Assign homework: Students are to use their list of facts to write a summary of the reading
assignment from today. The summary must be attached to the notes and turned in before school
starts tomorrow.
Thank-you,
Mrs. Raven Fischer




COACHING PLAN 10

Appendix B: Scope and Sequence
Kelsey Unified School District
Kelsey Middle School - Sixth Grade Science
Scope & Sequence
EARTH SCIENCES
Introduction to Earth Science:
List major branches of Earth science.
Identify branches of Earth science that are linked to other areas of science.
Describe careers associated with different branches of Earth science.
Explain the scientific method and how scientists use it.
Apply the scientific method to an Earth science investigation.
Identify the importance of communicating the results of a scientific investigation.
Describe how scientific investigations often lead to new investigations.
Demonstrate how models are used in science.
Compare mathematical models with physical models.
Determine limitations of models.
Explain the importance of the international system of units.
Determine the appropriate units to use for particular measurements.
Identify lab safety symbols and determine what they mean.
Maps as Models of the Earth:
Explain how a magnetic compass can be used to find directions on the Earth.
Distinguish between True North and Magnetic North.
Distinguish between lines of latitude and lines of longitude on a globe or map.
Explain how latitude and longitude can be used to locate places on Earth.
Compare a map with a globe.
Describe the three types of map projections.
Describe recent technological advances that have helped the science of mapmaking progress.
COACHING PLAN 11

List the parts of a map.
Describe how contour lines show elevation and landforms on a map.
List the rules of contour lines.
Interpret a Topographic Map.
EARTHS RESOURCES
Minerals of the Earths Crust
Explain the four characteristics of minerals.
Classifying minerals according to the two major compositional groups.
Classifying minerals using common mineral identification techniques.
Explain special properties of minerals.
Describe what makes a mineral crystal a gem.
Describe the environments in which minerals are formed.
Compare and contrast the different types of mining.
Rocks: Mineral Mixtures
Describe two ways rocks were used by early humans, and describe two ways they are used
today.
Describe how each type of rock changes into another as it moves through the rock cycle.
List two characteristics of rock that are used help classify it.
Explain how the cooling rate of magma affects the properties of igneous rocks.
Distinguish between igneous rock that cools within the crust and igneous rock that cools the
surface.
Identify common igneous rock formations.
Describe how the two types of sedimentary form.
Explain how sedimentary rock record Earths history.
Describe two ways a rock can undergo metamorphism.
Explain how the mineral composition of rocks changes as they undergo metamorphism.
Describe the difference between foliated and non-foliated metamorphic rack.
Energy Resources
COACHING PLAN 12

Determine how humans use natural resources.
Contrast renewable resources with nonrenewable resources.
Explain how humans can conserve natural resources.
Classify the different forms of fossil fuels.
Explain how fossil fuels are obtained.
Identify problems with fossil fuels.
List ways to deal with fossil-fuel problems.
Describe alternatives to the use of fossil fuels.
List advantages and disadvantages of using alternative energy resources.
The Rock and Fossil Record
Identify the role of uniformitarianism in Earth science.
Contrast uniformitarianism with catastrophism.
Describe how the role of catastrophism in Earth science has changed.
Explain how relative dating is used in geology.
Explain the principle of superposition.
Demonstrate an understanding of the geologic column.
Identify two events and to features that disrupt rock sequences.
Explain how physical features are used to determine relative ages. Explain how radioactive
decay occurs.
Explain how radioactive decay relates to radiometric dating.
List three types of radiometric dating.
Determine the best type of radiometric dating to use to date an object.
Describe how different types of fossils are formed.
List the types of fossils that are not part of organisms.
Demonstrate how fossils can be used to determine changes in environments and in the
organisms the fossils came from.
Describe index fossils, and explain how they are used.
Demonstrate an understanding of the geologic time scale.
COACHING PLAN 13

Identify important dates on the geologic time scale.
Identify the eon we know the most about, and explain why we know more about it than other
eons.
THE RESTLESS EARTH
Plate Tectonics
Identify and describe the layers of the Earth by what they are made of.
Identify and describe the layers of the Earth by their physical properties.
Define tectonic plate.
Explain how scientists know about the structure of Earths interior.
Describe Wegeners theory of continental drift, and explain why it was not accepted at first.
Explain how sea-floor spreading provides a way for continents to move.
Describe how new oceanic crust forms at midocean ridges.
Explain how magnetic reversals provide evidence for sea-floor spreading.
Describe the three forces thought to move tectonic plates.
Describe the three types of tectonic plate boundaries.
Explain how scientists measure the rate at which tectonic plates move.
Describe major types of folds.
Explain how the three major types of faults differ.
Name and describe the most common types of mountains.
Explain how various types of mountains form.
Earthquakes
Determine where earthquakes come from and what causes them.
Identify different types of earthquakes.
Describe how earthquakes travel through the Earth.
Explain how earthquakes are detected.
Demonstrate how to locate earthquakes.
Describe how the strength of an earthquake is measured.
Explain earthquake hazards.
COACHING PLAN 14

Compare methods of earthquake forecasting.
List ways to safeguard buildings against earthquakes.
Outline earthquake safety procedures.
Describe how seismic studies reveal Earths interior.
Summarize seismic discoveries on other cosmic bodies.
Volcanoes
Distinguish between non-explosive and explosive volcanic eruptions.
Explain how the composition of magma
determines the type of volcanic eruption that occur.
Classify the main types of lava and volcanic debris.
Describe the effects that volcanoes have on Earth.
Compare the different types of volcanoes.
Describe the formation and movement of magma.
Explain the relationship between volcanoes and plate tectonics.
Summarize the methods scientists use to predict volcanic eruptions.
RESHAPING THE LAND
Weathering and Soil Formation
Describe how ice, rivers, tree roots, and animals cause mechanical weathering.
Describe how water, acids, and air cause chemical weathering of rocks.
Explain how the composition of rocks affects the rate of weathering.
Describe how a rocks total surface area affects the rate at which it weathers.
Describe how mechanical and chemical weathering work together to break down rocks and
minerals.
Describe how differences in elevation and climate affect the rate of weathering.
Define soil.
Explain the difference between residual and transported soils.
Describe the three soil horizons.
Describe how various climates affect soil.
COACHING PLAN 15

Describe three important benefits that soil provides.
Describe three methods of preventing soil erosion.
The Flow of Fresh Water
Illustrate the water cycle.
Describe a drainage basin
Explain the major factors that affect the rate of stream erosion.
Identify the stages of river development.
Describe the different types of stream deposits.
Explain the relationship between rich agricultural regions and river flood basins.
Identify and describe the location of a water table. Describe the characteristics of an aquifer.
Explain how caves and sinkholes form as a result of erosion and deposition.
Describe the stages of treatment for water sewage treatment plant.
Compare a septic system with a sewage treatment plant.
Explain how ground water can be both a renewable and a nonrenewable resource.
Agents of Erosion and Deposition
Explain the connection between storms and wave erosion.
Explain how waves break in shallow water.
Describe how beaches form.
Describe types of coastal landforms created by wave action.
Explain why areas of fine materials are more vulnerable to wind erosion.
Describe how wind moves sand and finer materials.
Describe the effects of wind erosion.
Describe the difference between dunes and loess.
Summarize why glaciers are important agents of erosion and deposition.
Explain how ice in a glacier flows.
Describe some of the landforms eroded by glaciers.
Describe some of the landforms deposited by glaciers.
COACHING PLAN 16

Explain how slope is related to mass movement.
State how gravity affects mass movement.
Describe different types of mass movement.
OCEANOGRAPHY
Exploring the Oceans
Name the major divisions of the global ocean.
Describe the history of Earths oceans.
Summarize the properties and other aspects of ocean water.
Summarize the interaction between the ocean and the atmosphere.
Identify the two major regions of the ocean floor.
Classify subdivisions and features of the two major regions of the ocean floor.
Describe technologies for studying the ocean floor.
Identify and describe the three groups of marine organisms.
Identify and describe the benthic and pelagic environments.
Classify the zones of the benthic and pelagic environments.
List two methods of harvesting the oceans living resources.
List nonliving resources in the ocean.
Describe the oceans energy resources.
List different types of ocean pollution.
Explain how to prevent or minimize different types of ocean pollution. Outline what is being
done to control ocean pollution.
The Movement of Ocean Water
Describe surface currents, and list the three factors that control them.
Describe deep currents.
Illustrate the factors involved in deep-current movement.
Explain how currents affect climate.
Identify wave components, and explain how they relate to wave movement.
Describe how ocean waves form and how they move.
COACHING PLAN 17

Classify types of waves.
Analyze types of dangerous waves.
Explain tides and their relationship with the
Earth, the sun and the moon.
Classify different types of tides.
Analyze the relationship between tides and coastal land.
WEATHER AND CLIMATE
The Atmosphere
Discuss the composition of the Earths atmosphere.
Explain why pressure changes with altitude.
Explain how temperature changes with altitude.
Describe the layers of the atmosphere.
Describe what happens to radiation that reaches the Earth.
Summarize the process of radiation, conduction and convection.
Explain how the greenhouse effect could contribute to global warming.
Explain the relationship between air pressure and wind direction.
Describe the global patterns of wind.
Explain the cause of local wind patterns.
Describe the major types of air pollution.
Name the major cause of air pollution.
Explain how air pollution can affect human health.
Explain how air pollution can be reduced.
Understanding Weather
Explain how water moves through the water cycle.
Define relative humidity.
Explain what the dew point is and its relation condensation.
Describe the three major cloud forms.
COACHING PLAN 18

Describe the four major types of precipitation.
Explain how air masses are characterized.
Describe the four major types of air masses that influence weather in the United States.
Describe the four major types of fronts.
Relate fronts to weather changes.
Explain what lightning is.
Describe the formation of thunderstorms, tornadoes, and hurricanes.
Describe the characteristics of thunderstorms, tornadoes, and hurricanes.
Describe the different types of instruments used to take weather measurements.
Explain how to interpret a weather map.
Explain why weather maps are useful.