Coaching Towards the Common Core State Standards

One of the most frequent questions I get from coaches is about how to coach teachers in the Common Core (CCSS). While there's some content knowledge you'll need to have about the CCSS, there are many coaching skills that apply regardless of the content.


Five Practices That Could Transform Your Coaching

I spent last week learning about transformational coaching with educators from all over our country, plus one participant from Kenya! Some fifty teacher-leaders, coaches, and administrators came to Oakland and participated in my "Art of Coaching" institutes and dug deep into the what, how and why of transformational coaching. I love facilitating these workshops and always come away with a deeper understanding of coaching because of the questions that are asked, the connections that are made, the ways in which I'm pushed to think and articulate and share. So first--thank you to all who participated! Spending so much time this ...


An Instructional Coach's First Week

Carmen, who is beginning her first year as a coach, wrote me asking, "What does the first week for a coach look like? And how does a schedule play an important role for the coach and her principal in terms of what they're expecting?" These are great questions and timely to the start of a new year.


In Search of a Metaphor for Coaching

One of the keys to being an effective instructional coach is to be absolutely clear on your role: What is your purpose in coaching? What are you supposed to do as a coach?


How to Plan for Coaching Conversations

Some of you may already know that I'm a loud, staunch, passionate advocate for planning--in this case, for coaches to plan their coaching sessions with teachers...if you plan for a coaching conversation it's almost guaranteed to be smoother, go deeper, be more strategic, and result in transformational learning than had you just showed up and jumped in.


Reflecting on a Year of Learning

The end of the school year can feel like a mad dash for the finish line as we wrap up projects, PD strands and coaching cycles. I want to encourage you--strongly and enthusiastically--to carve out some time for yourself during this period to reflect on your work this year: on the impact you had on individuals, teams, organizations, the learning you experienced, and the growth you made.


Why We Need to Use Active Listening: Because 'It's Not About the Nail'

In case you'd like a more visually entertaining argument for active listening, watch this video, "It's Not About the Nail." http://youtu.be/-4EDhdAHrOg


Active Listening: The Key To Transforming Your Coaching

I'm just about ready to declare that active listening is the highest priority skill for a coach to master and that it must be mastered prior to success using any other strategy. This is because I have seen and experienced innumerable instances where a coaching conversation either results in deep insight and big changes as a result of the coach's skill in using active listening or because a conversation has struggled because a coach didn't use active listening.


Transforming Coaching Conversations by Focusing on Three Words

Coaches spend a lot of time thinking about communication--about how we listen and ask questions. We know that coaching happens in conversations and that we need to pay acute attention to the words we use. I am a big believer in planning coaching conversations, in scripting them out ahead of time--I know this results in conversations that tend to be more intentional and strategic. In this post I want to offer a few suggestions for how changing a few words we use can be transformational in coaching conversations.


Cultivating Emotional Resilience in Educators

I receive a lot of questions about how to address emotional intelligence (EQ) and build emotional resilience in coachees. For example, whenever I share the "Gaps" framework, I'm asked, "How can I coach the emotional intelligence gaps that I've identified in my client?" Coaches have to address emotions if we're going to help a client make meaningful, sustainable changes in his or her behaviors, beliefs, and being.


The opinions expressed in The Art of Coaching Teachers are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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