This week we learned about the importance of confidentiality in coaching, types of coaching models and why it's important to choose the right one, ways to encourage influential teachers share their skills, and more!
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From Novice to Expert: The Gradual Increase of Responsibility Model
Vicki Collet breaks down a user-friendly, differentiated approach to coaching called Gradual Increase of Responsibility. She walks through the process and offers some new tools you might be able to incorporate into your practice.
"Successful coaching is a developmental process that's responsive to teachers' needs. When working with a teacher on something new, you typically provide more assistance in the beginning and gradually reduce that support as the teacher gains experience and expertise. While this is often the case when working with a novice teacher, your coaching role is fairly different when you're working with an expert."
"To help determine which coaching model works for you, you first have to find out what the overall goal the either your principal or district has for instructional coaches. . . . Some places have [developed] goals around the instructional coach being the primarily person to provide resources. For others, they have developed goals for the instructional coach to model best teaching practices due to a younger (New Teacher) staff. Most schools will want you to reach several goals that coincide together although they may place more importance in one goal than another."
Why Confidentiality Is Important in Coaching
How is the work of an evaluator and a coach different? Confidentiality! Ellen Eisenberg explains the value of privacy and trust in a coaching partnerships.
"Teachers feel safe when they can share information about the coaching support they received, but without the coach sharing the actual conversation. This is about dependability, trust, and understanding, and not about accountability or responsibility. . . . At the same time, coaches are also responsible for ensuring that their colleagues understand that fidelity to the relationship and the instructional coaching paradigm is what helps move practice forward and creates positive change."
"There is nothing more validating than being truly heard, and nothing more cultivating of a relationship than listening to what really matters to a human being. And knowing what really matters to the teachers I work with is highly valuable data: it is a jumping-off point to understanding where teachers are. When I know and understand this, I have a much better chance of coaching in ways that will have the greatest impact on student learning."
"In becoming a mentor, they have to constantly re-evaluate their skills in order to demonstrate them to others and perfect their craft. Through vulnerability, they push themselves outside their comfort zone to demonstrate growth through more listening and less talking."
" A culture of coaching and growth mindset often hinged on the leadership and their understanding, support and development of systems to sustain coaching as an innovation. . . . Giving someone the title of coach; however, does not translate into a magical unicorn, but often a this is all a coach will get in terms of direction and guidance."