April is finally here and if you're allergic to fresh articles, please proceed with caution! Stay up to date with our weekly coaching roundup and read below for things to do when you don't feel like coaching, techniques for providing powerful feedback, sources for coaching feedback, how to spark "aha" moments, and more. Enjoy!
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Alison Newby shares a handful of ways IC's can get out of a rut and spark their inner drive for coaching!
" Much mental energy can be wasted thinking about and struggling against something that’s just 'there'. Rather than struggle, we can try to take stock for a moment to ask ourselves what we're really feeling right now. This is where cultivating a mindfulness practice can come into its own, giving us tools to access our inner experience in ways that thought alone fails to do. "
Rabecca Hester tackles building relationships, developing an instructional focus, and using questions to promote feedback.
"Learning how to provide effective feedback is what makes the coaching work impactful. Next to building trusting relationships with those you coach, however, it can be one of the toughest parts of instructional coaching."
Steve Barkley covers the 3 sources of feedback from Joellen Killion's new book and connects these concepts back to his coaching continuum.
" When coach and coachee agree on the type of feedback being sought and stay true to the process trust is built, transparency and risk taking are increased, and teaching practices are advanced."
Dr. Kristine Needham expresses 3 ways to ignite a spark of sudden realization during coaching conversations.
"These are the moments when the conversation changes in quality—the 'light bulb' moments of sudden realization, when we feel a breakthrough: new knowledge is created. When these moments occur, they can be truly powerful and often lead to the shift in practice that was hoped for."
Dianne Sweeney dissects the differences between PLCs and student-centered coaching and why it's important to strike a balance of both.
"There are differences in the structures for PLCs and student-centered coaching. PLCs are typically required for teachers and occur in fixed teams. . . . Student-centered coaching is organized through cycles that are flexible, responsive, and needs based."
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