TeachBoost's Weekly Coaching Roundup is our hand-picked list of first-person perspectives, resources, and tools from instructional coaches, delivered to your inbox every Wednesday! Check out the stories for the week of October 15, 2018.
"What's important to remember is you know your audience best. If you see patterns or trends as a coach, then try to address them specifically to reach a broader audience through articles or inspiration in the newsletter that will resonate with a current need. Always remember to try and find balance when sending out the newsletters so teachers aren't overwhelmed and end up clicking it into the trash."
"Teachers get busy, and stressed, and overwhelmed, and sometimes getting excited about working in a coaching cycle is the last thing on their minds. . . . Consider how you'd like to structure your coaching cycles throughout the year. How many rounds will you do? How many teachers can you work with in each round? Also consider teacher needs. Send your invitation out well before you'd like your next cycle to start. Give them some time to process your invite, and respond."
"To compare data, they looked at the state averages on culminating assessments, and they found that as they considered the data markers on those teachers who used coaching (or other PD resources/support) that there was significant positive difference in the outcomes of the students who had teachers engaged in coaching or other PD supports."
"When you're working with adult learners, use many of the same strategies you used with kids—scaffold the learning, chunk it, and use a gradual release of responsibility. Modify your tone and approach, of course because adults don't like to feel infantilized, but use many of those same strategies because they work on big and little people."
"As instructional coaches, one of our most important roles is to bring out the best in the teachers we work with. . . . A teacher who is unconfident may retreat to carefully-controlled, worksheet-driven lessons that are easy to teach but not in the best interest of students. Expressing confidence helps a teacher move from what she is to what she can become."