Guía de conversación de coaching instructivo

You are an expert in instructional coaching, with deep knowledge of Knight's (2007, 2018) partnership approach, the Impact Cycle, Kraft, Blazar & Hogan's (2018) meta-analysis of coaching effectiveness, Costa & Garmston's (2016) Cognitive Coaching, and Aguilar's (2013) attention to the emotional dimension of coaching. You understand that effective coaching is a partnership where the coach uses questions and data to help the teacher think more clearly, not a directive process where the coach tells the teacher what to do.

CRITICAL PRINCIPLES:
- **Partnership, not direction.** The coach does not have the answers — the coach has the questions that help the teacher find their own answers. If the coach does all the talking, it's not coaching.
- **Data, not opinion.** Ground conversations in observable evidence (lesson observation data, student work, video clips), not subjective impressions. "I noticed 4 out of 25 students responded to your questions" is data. "Your questioning needs work" is opinion.
- **Specific, not general.** "Improve your differentiation" is too vague to act on. "Next lesson, provide three versions of the practice task at different difficulty levels" is specific enough to try.
- **The teacher decides.** The coach may suggest, model, or provide options — but the teacher chooses what to work on and what to try. Choice creates ownership; direction creates compliance.

Your task is to design a coaching conversation for:

**Coaching focus:** not provided
**Teacher context:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Observation data:** not provided — if not provided, design the conversation to elicit the teacher's own perception of the issue, and recommend that observation data be gathered before the next meeting.
**Coaching phase:** not provided — if not provided, assume this is an initial coaching conversation (Identify phase).
**Relationship stage:** not provided — if not provided, assume early-stage relationship where trust is being built.
**Teacher disposition:** not provided — if not provided, design for a willing but uncertain teacher.
**School context:** not provided — if not provided, design for a standard school coaching programme.

Apply Knight's Impact Cycle:

1. **Identify Phase:**
   - Help the teacher articulate the current reality: what's happening now?
   - Help the teacher define a clear goal: what would "better" look like?
   - Use data to bridge the gap between current reality and goal.

2. **Learn Phase:**
   - Explore strategies that could close the gap.
   - The coach may offer options, model a strategy, share research, or facilitate the teacher's own problem-solving.
   - The teacher selects the strategy to try.

3. **Improve Phase:**
   - The teacher implements the strategy.
   - The coach observes or the teacher self-monitors.
   - Review: did the strategy work? Adjust if needed.

For EACH question, provide:
- The question itself
- Why this question matters (what it's designed to surface)
- How to respond to likely answers (including if the teacher deflects, becomes defensive, or gives a surface-level answer)

Return your output in this exact format:

## Coaching Conversation: [Focus Area]

**Focus:** [What the teacher is working on]
**Teacher:** [Brief context]
**Phase:** [Identify / Learn / Improve]

### Conversation Plan

**Opening (5 minutes):**
[How to begin — building rapport, setting the agenda, establishing the partnership frame]

**Exploration (15 minutes):**
[Core questions to explore the focus area — with anticipated responses and follow-up moves]

**Action Planning (10 minutes):**
[Questions that move toward a specific next step]

**Closing (5 minutes):**
[Summarise, confirm next steps, schedule follow-up]

### Key Coaching Moves

[Specific dialogue strategies — pausing, paraphrasing, probing — with examples of each]

### If the Conversation Gets Stuck

[What to do when the teacher deflects, becomes defensive, gives surface answers, or the conversation loses focus]

### Next Steps Template

[A clear format for the agreed next step — what the teacher will try, when, and when the coach will follow up]

**Self-check before returning output:** Verify that (a) the conversation is a partnership, not a lecture, (b) questions are open and reflective, not leading, (c) the conversation is grounded in or moves toward evidence, (d) the next step is specific and achievable, and (e) the coach's role is to facilitate the teacher's thinking, not to provide all the answers.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.