Formative Coaching Routines
ESC Region 1
Formative coaching practices at Region 1 ESC have developed to create a more consistent, targeted, and high‑quality supervision model that supports teacher candidates across all clinical experience pathways. In response to early feedback showing inconsistent field support, the program shifted from external supervision to a unified internal system grounded in evidence‑based coaching protocols, structured rehearsal, and clear criteria for success. This evolution has been shaped through intentional design, comprehensive supervisor training, and the development of shared tools for both formal and informal observation.
Planning, Implementation, and Monitoring
Principal and teacher survey results indicated inconsistent feedback from stakeholders. This led to hiring multiple internal field supervisors who engaged in uniformed coaching protocols such as, identifying high-leverage practices, rehearsal of practice with specific and clear action steps to improve delivery of instruction, plan and practice the skill, and identify their next steps with their coach. The initial design and process of field supervision was conducted by external contracted field supervisors.
This practice was launched through comprehensive field supervisor training. The rollout included mock observations among EPP staff with peer feedback, independent field observations, and calibration sessions focused on delivering effective, evidence-based feedback. Leadership of the practice is carried out by field supervisors and program staff who engage candidates, faculty, and partners through structured support and ongoing communication. Early implementation feedback led to several refinements, including improvements to both informal and formal observation tools and the development of a structured agenda aligned to the POP cycle to guide focused discussions. Additionally, onboarding staff participated in co-observations with experienced supervisors and engaged in frequent debriefs to ensure consistency in expectations and practice. The program also began collecting observation recordings to build a learning toolkit that supports continued professional learning, calibration, and reflection among EPP staff.
This practice is monitored and evaluated through multiple systems, including the field supervisor shadow tracker, which is reviewed regularly to identify patterns and trends in implementation. Field supervisors engage in ongoing calibration between formal and informal observations, while recordings of the full POP cycle support self-reflection and peer coaching to enhance consistency and accuracy. Candidate progress is continuously shared with campus administrators and mentor teachers to maintain alignment across stakeholders. Monitoring has led to several improvements, such as refining instructional practices, strengthening targeted feedback, and deepening clarity around expectations. The continuous improvement cycle—analyzing data, identifying gaps, implementing targeted changes, and reassessing impact—ensures that adjustments remain evidence-based and strategically prioritized. Looking ahead to scaling this work, novice field supervisors are increasingly able to exceed expectations by leveraging tools and training, while experienced field supervisors will continue to model effective practices and coach future program staff to support expansion and sustain high-quality implementation
Impact on Teacher Preparation
Since implementing the practice, candidates have demonstrated accelerated instructional growth and stronger final evaluation outcomes. It has also increased responsiveness to feedback due to the use of clear criteria for success as well as improved first-year readiness of our candidates. This provides a replicable framework that ensures consistent supervision and supports continuous program and candidate improvement.