Join me today on EdWeek Teacher for a live text-based chat about instructional coaching!
I get a lot of requests for advice from coaches who deliver PD. Questions include: How do you engage all teachers when a small set don't want to be there?
I'm in an argument with my central office supervisors over the direction that our coaching program is going. They would like to link coaching with teacher evaluation and often talk about coaching as something to do to ineffective teachers.
One of the questions I receive most often is: "How did you get into coaching? How did you become a coach?"
I received a request for a way to quickly analyze a coaching conversation. "I just need something that gives me a quick sense of a coach's skills," wrote a coach from Florida. "I want to evaluate myself and give feedback to colleagues." Here's a tool that gives you an overview, snap shot of a coach's strengths and areas for growth as they show up in a coaching conversation. Coaching Conversation Analysis Tool.pdf You can find this tool, and many more, on my website. While you're there, check out my summer Art of Coaching Institute. There are limited spaces left ...
Many coaches have written asking for advice on how to coach resistant teachers, and they note that many of those teachers are "veterans." What is it with these older, entrenched teachers that makes them so difficult to work with?
I've received a number of emails from coaches asking for advice on where to start when supporting new teachers. Start with this video...
This week I'm posting a series of responses to the most common question I received: How can I coach a resistant teacher? Let's start with this: Some people are not coachable.
There's one request for advice that I receive more than any other from coaches: How can I coach a resistant teacher?
What's more effective--for a coach to work exclusively at one school (the "site-based coach") or to work across many schools (a "central-based coach).