A Coaching Cabinet is what we call our 'digital tracking & organization system' that was created to help coaches, mentors, and teacher-coaches organize their coaching work. We like to think of it as a 'digital filing cabinet,' where coaches can add their coaching work and coaching cycle information [for each educator and/or group they are supporting] to foster a better use of their time and energy- leading to improved overall coaching impact.

Coaches often support multiple campuses. We wanted to create a way for coaches to 'categorize or cluster' the campuses they support in a way that makes sense to them. Creating Community Groups is a great tool to help coaches 'cluster or group' certain campuses together based on areas such as the geographical locations within their district that campuses are located in, the school year(s) of support, or the types of campuses being supported (i.e., primary or secondary). It is up to the coach to determine the best way for them to 'capture' the campuses they work with that will help them better organize their coaching work. We have included the ability to drill-down from community groups, to the associated campuses, to even the associated educators and groups.

A Teacher-Focused or Teacher-Centered goal is one that your educator(s) decide to work towards that will improve their overall teaching practice. This type of goal may include a focus on coaching towards the implementation of a new resource, it may be supports provided to new teachers, this may even include supports geared towards improving classroom management. With a teacher-focused goal it will 'indirectly' impact student achievement as you are supporting the educator to improve their teaching practice and monitoring their growth, which will later impact student learning.

A 'coaching practice' is a form of integrated learning that you can engage in when coaching educators that will lead to quality coaching results. In the platform we have added a few of our favorite coaching practices that coaches can engage in during their coaching relationships to improve success. These include, but are not limited to, goal setting, creating learning targets and success criteria for the goal, analyzing student work, collecting student evidence, and collaborative planning. An 'instructional practice or strategy' is a learning opportunity that coaches can recommend when coaching educators that will lead to improved achievement outcomes. Jim Knight recommends that coaches have an instructional playbook which contains high impact strategies that have a proven effect size that improve student achievement.

Coaching moves are learning opportunities that a coach can embed into their coaching work & coaching cycles with educators to improve learning and results. We like to think of these as scaffolds a coach can use to support the teacher's learning during their coaching relationship. In the platform we have added a few default moves that Diane Sweeney references in her Student-Centered Coaching- The Moves book. These include, but are not limited to Notice and Name, Think Aloud, Teaching in Tandem, Micro-Modeling, Adding on, and many more!

Formal Coaching Cycles are when a coach and educator set either a teacher-focused or student-focused goal and work over a given period of time to meet that goal using a coaching process or structure (i.e., coaching model). During formal coaching cycles a coach and educator engage in various coaching practices, utilize coaching moves, co-plan, collect evidence, etc. During a formal coaching cycle a coach and educator may adjust or modify the goal if they notice the need to make adjustments. In our platform, we consider Informal Coaching Work any coaching work that a coach engages in that is either short term, not focused on a specific goal, impromptu coaching supports, or a support that does not follow a specific process or structure (i.e., coaching model).

Our Video Coaching Library is only available through the Deluxe Plan. This additional feature allows coaches to 'invite' their educators and groups into a video coaching collaboration. Once a video coaching collaboration has been started each educator will have a unique log in to be able to: (1) upload or record videos directly into their library; (2) request specific feedback or look fors; (3) share the video with others in their group or with the coach; (4) receive time-stamped feedback from their coach and/or group members; (5) chat in a private room with their coach and/or group members; and (6) receive coaching recommendations based on the video submission(s).

Each educator and/or group member will receive an email with their login credentials once their coach has switched their video coaching collaboration status to 'active'. These credentials will then remain available for the educator until they delete their account. However, an educator and/or group member will only have access to the Video Coaching Library that is tied to a specific coach, as long as their coach has it enabled. Once their video coaching collaboration has ended, the coach 'can' turn each educators access status to 'inactive,' therefore removing that specific library from an educators account. Once a coach and educator begin working together again, they can simply change the status to 'active' again.

Once a coach has invited them into a video coaching collaboration, they will be able to see the different video coaching collaborations they have been invited to. If an educator is working with more than one coach at a given time, they will see the different video coaching libraries associated with the different coaches.

If you are receiving errors when doing an bulk upload of your educators, visit our 'Educator Bulk Upload Troubleshooting document' https://docs.google.com/document/d/e/2PACX-1vScPSUoi57H38GPBZOCOqZPxkajXE9tWCA7oNPtPM5BTN_VaVpXj_VWNQ3GYDhOQF743SMUUPEk5JA4/pub