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.
Here's an email I received from a coach this week: I am hoping to give an anonymous survey to the teachers I coach before winter break to allow them to give me feedback on my coaching so far. Do you have a survey like this?
I'm in the midst of planning massive set of upcoming workshops, institutes and trainings. I love designing these things, thinking through the flow of activities, the structures to guide people deep into the work, and the opportunities to model new ways of learning and doing...and here's a tool to help you design PD!
Yes, I used "should," (which elsewhere I suggest we banish from our vocabularies). And here are some other numbers that relate to our work that you might appreciate. 4: The November day which has been designated as International Coach Appreciation Day.
I recently did a workshop on coaching in which a high school principal expressed her desire to partner with her coaches and asked if I had any suggestions for how she could best support them.
I'm often asked by coaches if I can recommend a book or resource on adult learning theory. Learning about adult learning is essential if we want to be effective coaches--it's a knowledge set we can't do without.