"Coaching is a partnership that develops over time. . . .
The coach-teacher relationship is like that of lawyer-client privilege; It's private, secure, and without judgment. Developing a trusting relationship allows teachers to freely share their concerns and ask for help in certain situations. It fosters a partnership and successfully implements strategies designed to address challenges and contribute to student success."
"First impressions shape all future impressions, so during this conversation,
the coach should listen with empathy, affirm rather than judge, and communicate that she believes in the teacher and truly wants what’s best for him. The coach should
start by encouraging the teacher to discuss any concerns or questions he may have."
It's Okay to Say "No"
Chrissy Beltran highlights a recent conversation with Caitlin Peay Smith on five ways ICs can set boundaries, plus why they should.
"It can be difficult to set limits. . . . When you
say no to certain commitments, you can show up for other roles and be better prepared for your work. Some folks will be disappointed, but in the long run,
you're taking care of yourself and that makes you a better coach."
"First, we were able to schedule meetings back-to-back because
virtual coaching avoids the extra time involved with traveling between schools, checking in and out of offices, finding parking, or waiting behind the student drop-off line. . . .
Virtual coaching sessions make it easy to loop in others to share expertise or practice a similar skill. There are times when my colleagues and I bring principals together for something they’re all working on—shared expectations on walk-throughs or curriculum implementation, for example."
"The closer to the observed event, the better.
Teachers are prepared for and expecting feedback soon after sharing a lesson plan or being observed. They're more likely to be primed for and open to ideas. It takes no more time to respond sooner rather than later. Remind yourself of that as you prioritize your busy schedule."