Are you weeks or months away from taking on a new role as an instructional coach? Emily from Baltimore, MD, just emailed me this question: "I've been a teacher for 18 years and in late July I'll become an instructional coach. Many teachers in my school are suspicious of coaching, I never had a coach, and I've had no training in coaching--our school is just one that is going to 'pilot' coaching so there's a lot at stake. I'm excited about coaching, however, because I intuitively feel like it's the right way to help teachers--but I'm also really nervous. I ...
"I wish I could just crawl inside your mind and see what happens when you coach," said a participant at a recent training I did. This is a frequent request I receive and until technology advances, I'm limited to offering you the following: First, watch this video of me coaching Manny. This was a role play. Manny was being a teacher who was really frustrated with his students about their poor homework turn in rates. Then if you'd like to know what I was thinking and how I decided what to say, you can read this Transcript with Thoughts Elena ...
Last week I received this question from a coach: "At the end of the day, after a day of intense coaching and high emotion, what do I do with those feelings and take care of myself? This is very hard for me."
A coaching framework is an articulation of the purpose of the program, the ways in which it works, its intended outcomes and expectations, the skills of its coaches, and its theoretical underpinnings. A coaching model helps guide and direct the actions of practitioners and participants, as well as those monitoring and evaluating the program.
Heartbreaking. Heartbreaking and unnecessary. These have been the phrases most consistently running through my mind as I've read the news about the Atlanta testing scandal.
For many years, I've been mulling over the idea of professional development on emotional resilience. What continuously comes up in my work is that our emotions play a big role in how effective we are in transforming our schools, and specifically, in our ability to bounce back after challenges.
Recently, I suggested that all coaches should be coaches for equity--that it is our moral obligation and that if we aren't coaching for equity we are complicit in reproducing an inequitable system. I want offer some concrete ways in which we can coach teachers and leaders within our education system to build more equitable classrooms and schools.
What does your "inner coach landscape" look like? Who are you being when you coach? How can you better get to know the terrain of yourself as a coach?
I figure this is a good time of year to declare my hopes and wishes related to coaching--specifically to coaching that could transform schools--and so here's my short list that only needs the wave of a magic wand.
I am always coaching for equity. Even when it's not overt and obvious, I'm always coaching for equity. This is not optional to me--to be a coach for equity. It is embedded within every question I ask, every suggestion I make, every moment of listening.