Welcome back to TeachBoost's Weekly Coaching Roundup, our hand-picked list of first-person perspectives, resources, and tools from instructional coaches! This week we learned how to shorten the feedback loop, tips for handling breaches towards coaching confidentiality, why even veteran teachers need instructional coaches, and more.

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Shortening the Feedback Loop

Pasha Goodman highlights the benefits of creating a coaching foundation built on in-the-moment, resentment-free feedback.

"Feedback works best when it's given and used immediately, and that simple, small changes implemented right away can be more effective than a more complex analysis provided later. . . . Combining the in-the-moment coaching techniques and a post-lesson reflective conversation provides a successful recipe for supporting teachers in converting knowledge into action."

Why Veteran Teachers Need an Instructional Coach

Liz Russillo reflects on her experience working with a coach, being a coach, and creating coaching partnerships where everyone benefits.

"This year, I have had the privilege to work with a coach with whom I meet on a bi-weekly basis. I have had someone to bounce ideas by and collaborate with on instructional strategies. My coach has given me focus when my ideas are huge and bouncing around in my head. . . . The best part about instructional coaches is that they exist in our schools. They are the other veteran teachers next door or down the hall who have a different skill set than our own."

The Power of Coaching Circles

Christelle Harding shares how coaching circles can contribute to supportive relationships and emotional restoration among teachers and coaches.

"There are different types of circles depending on the needs and purpose of the group. Sometimes the circles may be used to resolve a conflict, build empathy, inspire our work, build leadership, or even deepen understanding of a topic. Regardless of the purpose, all circles transform relationships, reduce isolation, provide support, allow a safe space for vulnerability, give all participants a voice, create opportunities for growth and build a stronger community of coaches."

Handling Breaches Towards Coaching Confidentiality

Ellen Eisenberg explains the importance of a shared vision and definition of instructional coaching amongst both the administration and teachers.

"First and foremost, a coach and principal must share a vision and definition of effective instructional coaching. Both have to be on the same page and revisit this definition and vision periodically so the communication is transparent and the goals are front and center. Second, this vision must be shared with the staff and also revisited so that there are no misunderstandings about the role and expectations of the coaching model. Always refer to school's plan for improvement and align the coaching goals with those."

Types of Coaching

Steve Barkley compares three coaching approaches (performance, development, and transformative) and examples of each approach.

"The initial implementation of a new skill tends to create a decrease in teacher effectiveness. This clumsy, somewhat jerky execution feels uncomfortable to the teacher and often confusing to students as it requires a change in their learning behaviors. Coaches' encouragement and observations of progress promote the necessary practice repetitions. . . . I keep in mind and repeat in trainings that I want to know what the teacher thinks, before I share my thinking."

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