"I've probably invested 100 hours of coaching into her this year," Alex said, "and I don't think she's made much improvement." Alex looked exasperated. "Was that a waste? Should I keep coaching her? Can she improve?" Alex, a secondary math and science coach, was talking about his work with Sandy, a new teacher in his school. Ultimately, he was wondering whether Sandy should be released, or retained for another year. Alex was grappling with one of the most common challenges for coaches and administrators when working with new or struggling teachers: How much coaching do you invest, and how long ...
How do we expand someone's ability? Elena Aguilar shares a tool for analysis that can transform your thinking about how to help another person change, learn, or grow.
Knowing and acting on core values is essential to being a resilient educator—and resilience is key to managing the continuous challenges that any educator faces.
Here are the three key questions to think about to prepare for a coaching conversation.
Here are some cues that a coaching conversation is not going well—for the coach or for the client.
Here are some activities to help you reflect on last year and launch this new one.
If you're anything like the majority of educators, then you've been working really hard since July or August.
Our addiction to our devices is undermining our ability to focus, concentrate, and listen—and those are key coaching skills.
Far too often, I think our fear holds us back from using a tool (being direct or even confrontational) that could help someone else gain insight into themselves or grow as an educator.
We need to do what feels good more often, and often what feels good is taking a step back, or out, and remembering why we're doing what we're doing.