Weekly Coaching Roundup: October 8th, 2018
Posted by Brad Falvey on October 12, 2018 at 11:12 AM
TeachBoost's Weekly Coaching Roundup is our hand-picked list of first-person perspectives, resources, and tools from instructional coaches, delivered every Wednesday! Check out stories for the week of October 8, 2018.
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Coaching Advanced Teachers
Dr. Alison Newby reveals five potential roadblocks when coaching experienced teachers and how coaches can try to overcome them.
"Coaches don't need to be experts in the area of work their coachees specialize in. The magic ingredient a skillful coach brings is expertise in facilitating in others the process of increasing self-awareness and self-responsibility, leading to the ability to vision and then undertake change."
Coversational Volley in Coaching
Vicki Collet highlights the value of questions during coaching conversations and how the coach and teacher must have a "give-and-take" approach during communications.
"Through the social give-and-take of coaching talk, ideas are explained and extended. Once a teacher feels understood, we ask teller-centered questions that lead to analysis. . . . As the teacher volleys back the conversation, she feels not only understood, but validated."
Wearing a Coaching Hat as a Principal
Jessica Johnson explains how the mindset of a coach doesn't have to stop after transitioning into an administrative role and ways to achieve balance as both a principal and coach.
"Just as a teacher supports students at their varied levels, a principal with a coaching hat supports teachers in the same manner, recognizing that a one-size-fits-all approach does not work."
The Difference Between the "Art" and "Craft" of Teaching
Ellen Eisenberg shares insights into why coaches should help teachers establish a culture of respect in the classroom through engagement with their students and communities.
"It is critical that coaches help teachers connect emotionally to the school community and really get to know their students and families. That doesn't mean home visits and phone calls every night are necessary; it does mean, however, that teachers need to know what triggers their students' stress and anxiety. They need to know that when students suffer, they cannot learn until those stresses and anxieties are relieved."
Do What I Say or Creating Informed Decision Makers?
Cailin Minor visits four ways ICs working in a consulting role can be impactful and put the "work" in the hands of teachers.
"When I consult, I love to give options. How you decide to teach something is so particular to your school, your students, the unit, the data, and more. I hate to presume that because I showed up at your school three days ago and I met you two hours ago that I know which path you should take. This idea is still true when I'm working with the teachers at my school. The ultimate path you choose should, in most situations, be up to you."
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