Reflecting on Progress using the PRO Co-Reflective Protocol

This protocol helps to structure a reflective conversation aimed at improving the impact of coaching
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About This Strategy

For a coach working with a teacher, or for teachers working together in a PLC, it is important to create reflective pauses that allow each collaborator to assess progress made toward their vision, reflect on what could be better, and give constructive feedback to each other.

The PRO Co-Reflective protocol affords teachers and coaches the opportunity to first provide a Positive reflection or a proud moment, then Reflect on what each person can do better, and then be Open for feedback. The resources below will give you access to question stems for coaches and teachers at each step of the PRO Co-Reflective process.

Implementation Steps

  1. If you haven't done so already, develop a shared vision for success with the teacher you coach or your PLC. To develop a vision, consider consulting the "GROW: 4 Steps to an Effective Coaching Conversation" strategy or the "WOOP Goal-Setting Protocol" strategy.

  2. Before engaging in the PRO Co-Reflective protocol, explore the video included as a resource below to see the protocol in action.

  3. Find at least 20 minutes of uninterrupted time to meet with your collaborator(s) in order to engage in the PRO Co-Reflective protocol.

  4. Use the PRO Co-Reflective protocol below to guide your discussion. Consider selecting two to three sentence stems to respond to in your discussion.

  5. Document your discussion by using the PRO Co-Reflective Protocol sheet below.

  6. Refer to the document with your reflection at future meetings in order to check in on your progress toward your goal. Consider monitoring your progress toward achieving your goals by using the "GOAL Journaling to Reflect and Grow Daily" strategy.

Coach Tips

Romain Bertrand
BetterLesson Instructional Coach
  • Frame the reflection experience as a way for both you and your collaborators to pause, reflect on progress, celebrate victories, and set goals for continued improvement moving forward.

  • In the R step, let any teachers you coach own their reflection, and try not to add your two cents yet. Focus your R step, as a coach, on reflections you have had around how to make the coaching process work even better for your teacher(s). Basically, your driving question is, "How can I be a better coach for you?"

  • In the O step, I try to have the teacher go first and provide constructive feedback for me. It can be hard for them to do at times, so if it helps, they can start with positive feedback. That being said, the sentence stems should then help them to identify a student-centered way we could make the coaching even better for the teachers and their students.