When coaches ask why their instructional coaching efforts aren’t having the impact that they would like to see, I oftentimes ask them to take a step back to analyze the situation. Coaching skills don’t mean a lot if they aren’t grounded in a set of
It’s human to want to feel competent. No one likes to be criticized, and we sometimes push back when we get feedback from a co-worker that suggests our performance leaves room for improvement.
But the truth is, feedback is essential for individual growth and development. Without
Diane Sweeney, author of Student Centered Coaching: The Moves, recently hosted a webinar on how to put student learning front-and-center. Diane presents the research as an evidence-based instructional coaching model that shifts the focus from ‘fixing’ teachers to collaborating with them to design instruction that
This is a question that I have been exploring since last August when I returned to school for my own personal development and since last October when I assumed a new professional role in my district as a coordinator for educator effectiveness. To say that
A highly respected principal told this story in one of our workshops about the need to support her teachers in their classroom craft. “Yes, I believe in professional learning for my teachers. I know the teacher is the key to success for the kids in
Coaching has become an important professional learning methodology for educators in recent years (van Nieuwerburgh & Barr, 2017). Initiatives designed to enhance teaching practice have been the focus of many programs, whether the coaching is provided by peers or by specialist instructional coaches (Knight, 2007).
Have you heard comments like these from educators you’re leading or coaching when you’ve presented solid evidence for a research-based instructional strategy?
“I tried that. I had to go back and reteach everything—what a waste of time.”
“These students aren’t ready.”
“My classroom is rigorous”
A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for
Classrooms can feel like private spaces. And as coaches, we may find ourselves lingering on the threshold of classroom doors, unsure about how to proceed. We know that a significant amount of our time ought to be spent where the action is, with students and
"I never cease to be amazed at the power of the coaching process to draw out the skills or talent that was previously hidden within an individual, and which invariably finds a way to solve a problem previously thought unsolvable." —John Russell, Managing Director, Harley-Davidson Europe