Whatever model of coaching is used, the processes are the same and cyclical in nature. In schools three elements in the cycle can be identified:
This section will explore these three stages of a coaching cycle with practical examples.
Select each stage in the diagram opposite for more detail.
Detailed collaborative work may be involved in the pre-lesson discussion, including assistance in planning. The four groups of questions below may help to establish the focus of the discussion and prepare for the lesson.
Context
What is the class like that we will be working with?
What types of activities do they like and dislike?
Aim
What is the objective we are aiming for?
What do we want them to be better at doing?
Specifics
What are we covering in terms of content?
What are we intending to do in this lesson?
Problems
Are there any difficulties? What help is needed?
Here are two examples of pre-lesson discussions. One features Year 8 Spanish and involves two joint heads of Spanish. The second features Year 9 German and involves an assistant headteacher, who is a languages specialist, working with the head of modern languages.
The clips illustrate different ways of agreeing the coaching focus clip 16 and clip 17 
and the action to follow clip 18 and clip 19 .
Select the Resources button below for an alternative model of planning questions for the pre-lesson discussion and observation prompts for pre-lesson discussions.
Here are two brief clips of modern languages lessons, one featuring Year 8 Spanish and the other Year 9 German. The extracts relate to the coaching focus agreed in the two pre-lesson discussions shown in the previous screen. To help your viewing you could use the observation schedule provided by selecting the following resource – 
Lesson observation (PDF, 15kb).
Year 8 Spanish lesson
clip 20 Coaching focus: drama conventions.
Year 9 German lesson
clip 21 Coaching focus: intervening.
The post-lesson conversation is part of the process of getting teachers to ask themselves questions about their practice. The coach is prompting reflection in the coachee with the intention that this process becomes internalised.
What do you think coaching balances? 
Below are two examples of coaching conversations based on the lessons featured on the previous screen. Each has been divided into two sections. You can view each two-clip sequence in turn or compare and contrast the different examples.
Achievement
Clip 22 Year 8 Spanish, clip 23 , Year 9 German.
Development
Clip 24 , Year 8 Spanish, clip 25 , Year 9 German.
For guidance on preparing for coaching conversations and coaching notes from the Year 9 German lesson select the following resource – Preparing for the post-lesson coaching conversation (PDF, 52kb).
