Our latest Weekly Coaching Roundup explores building relationships through the "Third Space," how to best support first-year teachers, the value of instructional coaches, and more. Enjoy!

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From Coaching to Teaching

Shasta Looper shares four "critical path items" to impact student growth that she learned during her experience as a coach.

"Building relationships with students and parents is the foundation upon which all other things are built. Without deep relationships, students and teachers lack a shared understanding that both parties have a responsibility in learning. . . . Spending dedicated time with individual students is key to building relationships that are built on trust and focused on growth."

Utilizing the "Third Space" in Coaching

Darren Ralston explains the use of "Third Space" for building relationships and how a teacher and coach can use it as a "safe area" for their coaching interactions.

"A relationship formed without the use of the Third Space will focus on affinity and empathy, rather than the goal-work between a teacher and coach. . . . By dissociating the targeted or goal-based concepts from one's sense of being ( i.e., objectifying them in the Third Space), the work is much more defined, clear, and purposeful."

Support First Year Teachers, Not Overwhelm Them

Elizabeth Lacy Schoenberger discusses the benefits of well-focused cycles of feedback and targeted resources to support both new and veteran teachers.

"As veteran educators—specifically coaches and administrators, but also anyone reaching out to support newer teachers—we often aim to help our early career colleagues because we believe in them and know that with time and experience, even the biggest hurdles can be overcome. . . . Well-focused cycles of feedback and limited, well-supported resources, can help early career—and veteran—educators focus energy on study and growth."

Coaching Styles for Teachers in Personalized Learning

Kaneland Coaches define four coaching styles and student indicators to look for—based on Jane Kise's work—when deciding which support role to take.

"In personalized learning, we are not asking you to let the students do whatever they want. We are asking you to coach them; to get them ready for the next step and those game time moments in life."

PLCs: Playpen or Playgrounds

Steve Barkley shares Mitchel Resnicks "4 Ps" for creating projects built around collaboration with peers and the benefits of PLCs driven by goals.

"A playpen approach illustrates a fixed set of rules and a limited set of options. A playground approach illustrates experimenting, trying new things, making adjustments, taking advantage of the unexpected, and learning from experiences."

Should Academics Engage in Coaching?

Dr. Alison Newby presents the value of instructional coaches as a means of non-evaluative, non-judgmental support to empower educators.

"We are socialized into believing that asking for help is equivalent to admitting weakness. . . . Academics see these as worlds apart from their own milieus, incorporating different styles of thinking and communication."

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