Weekly Coaching Roundup: September 23rd, 2019

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Weekly Coaching Roundup - September 2019 (Half) (Seasonal)

This week we learned some peer coaching concepts, the ups and downs one coach experienced their first year, the impact of coaching for all education professionals, how coaches can support reflection, and more!

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Peer Coaching Strategies for More Collaborative Partnerships

Ellen Eisenberg introduces us to some peer coaching concepts and explains how it can support new approaches to school-wide improvement.

"The best learning is a partnership guided by a teacher leader who differentiates the support according to need. . . . Coaches are not supervisory; they're skilled practitioners who understand adult learning, how to network, give and receive feedback, and have dedicated time to do 'it.' They help teachers become more reflective practitioners and learners at the same time."

5 Lessons I Learned My First Year

Maria Papiez reflects on the ups and downs of her first year coaching.

"This job has pushed me in ways I never thought possible, it has made me think critically about any and all the choices I make and how I handle situations. . . . Feedback is hard and it takes time to become even remotely comfortable with people giving you feedback. Take feedback for what it is, a conversation to help you improve your craft. Don’t take it personally or to heart. Listen to it, reflect on it, try it, and continue growing."

The Case for Coaching Education Leaders

Eric Sheninger explores the impact of coaching on teaching, learning, and leadership.

"Leaders need consistent support and feedback on all aspects of the position to continually grow and improve, but the most emphasis should be placed on issues related to instructional leadership. If teachers are being coached on research-based instruction and digital pedagogy, for example, then leaders need to be well equipped to provide useful feedback and conduct effective observations or evaluations. The same can be said about professional learning communities, the use of data, meeting the needs of learners with special needs, innovative practices, space redesign, and so on."

Figuring Out What PD Teachers Need (and Want)

Chrissy Beltran offers two methods to gather information from teachers and better support PD planning.

"Ask teachers where they feel like they are doing well and where they feel like they need support. If you get enough people asking for the same kinds of support, you can turn that into a PD topic!"

The Language of Collaborative Reflection

Vicki Collet shares how coaches can support reflection and the importance of both listening and sharing during conversations.

"Of course, listening only works when someone is talking! So teachers need to balance listening with sharing during collaborative reflection. . . . As a coach, you can model this kind of language and also have an explicit conversation about its benefits."

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