If coaching is new at your school, if you're new at your school, or you're new in the role of coach, you can cultivate trust by being explicit, direct and transparent about what you're doing and why.
This was the question she asked me: "There's a teacher at my high school, an older white guy who teaches science, who pulled into the parking lot on the first day of classes in his big truck which was plastered in Trump stickers. I watched as many of our Mexican-American kids noticed the stickers, pointing them out to their friends--about 50% of our school is Latino. I felt so uncomfortable and bad for the kids. This wasn't a surprise--he's said things before like, 'This is America. They need to speak English,' but I was really upset. My question is: ...
What I learned from my Kenyan colleagues was that we need each other because their work and who they are being in the world gives me strength and perspective. They help me see our commonalities and interdependence.
The intentions and struggles of instructional coaches in Nairobi, Kenya, are remarkably similar to those of their counterparts in the United States.
In June, I went to Nairobi to work with Kenyan coaches, who work in the "slums" and have more in common with North American coaches than you might expect.
Learning about race is essential if you're driven by a commitment to creating equitable schools. Here are some suggestions for summer reading on race.
"Will" gaps can be connected to feelings of disempowerment. When teachers feel disempowered, they start disengaging. So for coaches, our work is to put the learner back in the driver's seat.
Asset-based coaching isn't about ignoring the areas of greatest need--it's about solidifying other areas first and helping someone feel so confident in their strengths that they feel almost invincible when it comes to tackling areas for growth.
Here's an excerpt from Chapter 7 of The Art of Coaching Teams which was released on February 29! When I ask educators to name their top challenges working with teams, I most often hear, "How do you stop one person from dominating the conversation?" I've encountered this challenge many times--as a participant in a team and a leader. Initially, I blamed the individual--Why doesn't he stop talking? Can't he see how much airtime he's taking up? How can he be so disrespectful? As a member of a team with a dominator, I looked to the leader to do something about ...
"What's the difference," I'm often asked, "between one-on-one coaching with teachers, and coaching a team of teachers?" My simplified response is that coaching teams is harder, and can have a different impact than coaching individuals. Different Purposes Let's start here: there are very different reasons to coach teachers one-on-one versus in a group. Individual coaching is a powerful form of professional development because of the potential for differentiation: an instructional coach can precisely meet a teacher wherever he or she is at. When you're working with just one person, you can set a pace that is exactly what they need, ...