As we approach the 10th anniversary of our first edition of Student-Centered Coaching: The Moves, we’ve realized that our learning has continued to evolve based on both our experiences and the ever changing contexts in our schools. For this reason, we’ve decided to write a 2nd edition of Student-Centered Coaching: The Moves and we couldn’t be more excited.
In the second edition, we’ve added several chapters as well as new videos, examples, and tools that span grades PK-12. One of the tools that we’ve updated is our series of coaching logs that align with the Results-Based Coaching Tool. We thought that we’d share our new version of these coaching logs as a sneak peek before the book arrives in March of 2026.
The Process for a Coaching Cycle
Coaching cycles are an essential practice for our work. In case you are new to Student-Centered Coaching, our process for coaching cycles have the following characteristics and follow the steps that are outlined below.
- They focus on a goal for student learning that is driven by the standards.
- They are tied to a unit of study and last approximately four to six weeks.
- They include at least one weekly thirty- to forty-five-minute planning session to analyze student work and design instruction.
- They include one to three times per week for the coach to work alongside the teacher in the classroom.
- They involve in-depth work with a small group, a pair, or an individual teacher.
Updated Coaching Logs that Align with the Results-Based Coaching Tool
To stay organized throughout our cycles we recommend using a series of coaching logs that align with the Results-Based Coaching Tool (RBCT). The RBCT is used to document what occurs across a coaching cycle, specifically the impact on instructional practice and student learning. We like to point out that these coaching logs are more than just documentation; they are a comprehensive framework designed to guide coaches and teachers through a collaborative journey focused on enhancing student learning.
Let’s explore how the coaching logs* align with each stage in a coaching cycle. To use the logs, simply click the ‘use template’ button on the top right corner of the document.
- Coaching Log 1: Establish a Partnership Agreement
We recently shifted the Partnership Agreement to be our first coaching log in the series. This helps define the practical aspects of the collaboration, including scheduling for co-planning and co-teaching, the teacher’s preferred communication methods, and how we’ll approach co-teaching and student behavior. It also addresses any specific needs that students might have in the classroom. - Coaching Log 2: Identify a Coaching Cycle Goal
With the partnership now established, the next step is to identify a goal for the coaching cycle. We consider what we hope students will learn as readers, writers, mathematicians, or scientists, and tie it to specific curriculum units and standards. - Coaching Log 3: Unpack the Goal into Learning Targets
This log helps us unpack the overarching goal into specific learning targets, or success criteria. These targets are designed to focus on student learning (not just tasks), balance knowledge, understanding, and skills, and are written in student-friendly language. We also consider if any behavioral targets are necessary, ensuring all targets directly align with the cycle’s main goal. - Coaching Log 4 & 5: Create a Plan for the Pre-Assessment & How to Document Baseline Data
To measure growth effectively, we need to know where students are starting. Coaching Log 4 focuses on planning a pre-assessment that is open-ended, descriptive, and aligns with the learning targets. We decide whether to use an existing assessment or create a new one, and schedule time to analyze the data. Coaching Log 5 is where we document the baseline data from the pre-assessment, noting the percentages of students emerging, developing, meeting, or exceeding expectations. This data is critical, as it informs whether we need to modify or prioritize our learning targets and guides our instructional steps. - Coaching Log 6: Co-Plan with Student Evidence
This log emphasizes responsive, data-driven planning. Before each lesson, we analyze student evidence to identify trends and patterns related to the learning target. Based on this evidence, we plan for differentiated instruction. Key questions that guide our co-planning include: What is the learning target for the upcoming lesson? How will students demonstrate understanding? What’s the lesson structure, and what resources are needed? We also plan how we will work together to deliver instruction and manage student behavior. Templates like the Four Square Planner* or Planner for Sharing Lessons* can be used here. - Coaching Log 7 & 8: Teacher and Student Learning & End-Of-Cycle Reflection
As the coaching cycle concludes, these logs provide structured opportunities for reflection. Coaching Log 7 focuses on documenting teacher growth (e.g., new instructional practices) and student growth from pre-assessment to post-assessment, including percentages for emerging, developing, meeting, and exceeding. It also addresses support for students who didn’t meet the goal and ongoing support for the teacher. Finally, Coaching Log 8 offers a comprehensive end-of-cycle reflection for both the teacher and the coach, examining how the cycle supported student learning, challenges, missed opportunities, and next steps for both teaching and coaching practices.
These coaching logs ensure that every step of the coaching cycle is intentional, data-informed, and focused on tangible results for student and teacher learning. Thus providing a clear roadmap for Student-Centered Coaching.
To learn more about Student-Centered Coaching, don’t miss our 2nd edition of Student-Centered Coaching: The Moves, coming in March 2026.
* Log in to Google profile to view and use these templates.