City Year Columbia

Coaching Model & Look-Fors

Deepen Student
1. The ACM asks students to reflect on new learning.
Understanding 2. The ACM engages the students in varied levels of
thinking/oral conversation through questioning.
3. Students have the opportunity to name the steps
of strategies and practice new strategies before
they are asked to use them independently or in a
group.

Learning Supports
1. The ACM states the learning objective.
& 2. The warm-up/wrap-up connect to/support the lesson.
3. The ACM incorporates a review of the upcoming lesson.
Program Integrity 4. The ACM incorporates LDD strategies into the lesson.
5. The ACM models strategies they expect students to use
& reminds students of the name, steps, & purpose.
6. The ACM checks for student understanding.
7. The ACM uses appropriate materials to model/express reasoning.
8. All session materials are prepared & provided.
9. There is evidence of gradual release within the lesson.
.

Supportive 1. The ACM maintains high expectations for all students.

Learning 2. The ACM understands students’ interests and backgrounds and uses this information to
choose activities.
Environment 3. The ACM shows familiarity with or acknowledgement of student skill, motivation and SEL
needs.
& Student 4. The ACM acknowledges students’ ideas, comments, and questions.
Relationships 5. Students are respectful and supportive of one another’s efforts.
6. The ACM posts charts or visuals that support student thinking.
7. The environment supports a positive environment for learning.
8. There is evidence of connections to learning from the regular class instruction in this
space.

1. The ACM reinforces routines.

Student 2. The ACM acknowledges students’ adherence to rules.
Engagement & 3. Time is managed to maximize learning and minimize redirection.
4. There is a balance of ACM/student talk.
Effective 5. Students are actively engaged throughout the session via multiple avenues of inputs and
Management outputs.
6. Students are challenged at an appropriate level.
7. Students connect class work or personal interests to instructional discussions.