As a result, the length of time they spend together varies widely. Some pairs meet daily, while others touch base several times per month. Although some formal strategies are used, such as classroom observations or lesson plan meetings structured around specific curricular areas, most coaching support is informal as the coach and teacher meet in an informal setting or on an as-needed basis to discuss whatever concern the teacher might be facing. Traditional coaching programs use coaches not only as support for beginning teachers, but as formal evaluators. Observations are used only as a diagnostic tool for determining focus areas for the pair to address and are not used for evaluation by the school district or principal.
Any evaluation done by the coach is kept strictly confidential.
This allows the coach and beginning teacher to develop a close and trusting relationship. Many beginning teachers commented that having a coach made them more confident as a teacher, particularly in dealing with issues of classroom management and student behavior. The newcomers also reported a positive impact on their classroom practices, from trying out new curricular ideas to testing out techniques for increasing student participation in class. Coaches reported they too benefit from their participation. The vast majority agreed that being a coach contributes to their professional growth.