Done right, the context can illuminate the “glass box” of instructional support and provide a comprehensive yet detailed view of where your coaching team must focus next.
Coaches and other support-givers typically use logs to:
- Keep track of “where you parked.” Logs can be as simple as a record of who, where, when and how a teacher received support, and what next steps came out of the previous coaching session. Storing basic notes in a central place can go a long way toward cutting down catchup time and keeping progress moving smoothly toward the goal.
- Build shared responsibility for reporting loops. Providing job-embedded support is a team effort. Logs drive alignment between principals and coaches—from validating campus-wide trends to capturing formative growth data towards instructional goals.
- Spend time strategically. With intentional formatting, support logs can calculate time spent by category or subgroup in addition to individual teachers. This information helps practitioners advocate for changes that could improve their program.
Instructional leaders and administrators typically use coaching logs to:
- Calibrate teams. When logs are shared and aggregating information in real time, leaders can easily align coaching time toward high-impact activities and district priorities.
- Share goals and best practices across instructional teams. Anonymizing log data protects confidentiality while allowing teams to view their impact as a collective whole.
- Advocate for support programs. Logs allow administrative leaders to bring transparency to the impact of support activities in order to advocate for programming and funding—or fairly allocate incentives to support-providers.
But as with any large-scale education data project, it’s critical to make sure logs are intentional and useful. Remember: it’s always easier to prevent issues through thoughtful design now than it is to sort through a mass of fuzzy data later.