7 Principles for Coaches

Good coaches are change agents who enroll teachers, identify teachers’ goals by using data, listen to teachers, ask questions, explain teaching practices, provide feedback by collaboratively discussing data gathered, and understand school improvement plans (Knight, 2011; Fullan & Knight, 2011). Knight (2011) proposed seven principles that should guide coaches in their interactions with the collaborating teachers:

1. Equality: coaches and teachers are equals. The coach should show respect and listen attentively to the teachers with whom they collaborate.

2. Choice: since most people want to have a say in what they do, coaches must allow teachers to make the final decision in choosing the coaching goal, practices, and methods of interpreting data.

3. Voice: conversations with a coach “should be open and candid” as teachers “express their enthusiasms and concerns” related to classroom instruction.

4. Reflection: the coach should be a “thinking partner for teachers”. When teachers reflect on what they learn, they internalize and own the information.

5. Dialogue: the goal is that through fierce conversations between coach and teacher the best idea wins. Scott (2004) said, “When you think of a fierce conversation, think passion, integrity, authenticity, collaboration. Think cultural transformation. Think of leadership” (p.xvii). Dialogue takes place when coaches and teachers value each other’s ideas, honesty is present, and personal opinions are shared after hearing out the speaker.

6. Praxis “describes the act of applying new knowledge and skills." When teachers learn about new instructional practices they desire to use in the classroom they are involved in praxis (e.g., thinking about using cooperative learning or asking effective questions during instruction).

7. Reciprocity “is the belief that each learning interaction is an opportunity for everyone to learn." True partnership means that the teacher and coach value, respect, and encourage each other. They are equals who share learning and power in the partnership approach to collaboration.

What kind of coach are you? Which of the seven principles are your strengths and which ones would you like to improve?

Bibliography:

Fullan, M., & Knight, J. (2011, October). Coaches as system leaders. Educational Leadership, 69(2), 50-53

Knight, J. (2011, October). What good coaches do. Educational Leadership, 69(2), 18-22

Scott, S. (2004). Preface. In Fierce conversations: Achieving success at work and in life, one conversation at a time (p. xxvii). New York: Berkley Books. (Original work published 2002)

Is Coaching a New Curriculum Trend?

In an age of educational accountability, schools are interested in using coaching as a tool for improving “the skills and performance of teachers and school leaders” (Tschannen-Moran & Tschannen-Moran, 2011). In the earlier 20^th century, schools had supervisors who would visit the classrooms and support the teachers by demonstrating lessons and giving advice. These supervisors are today’s coaches. They are experts in a certain area and are designated as literacy coaches, math coaches, technology coaches, and data coaches. Tschannen-Moran and Tschannen-Moran noted that some “use coaching as a data source for evaluation” (p. 13) which is a grave mistake. Evaluation grades teachers’ performance and insures that they meet certain standards of performance. On the other hand, coaching helps teachers meet their potential, improve their instructional strategies, and “better serve their clients” (p.13).

Coaching, essential to adult learning, helps educators improve and “provides the time and opportunity for learners to understand, interpret, and apply new strategies. It offers a means for transferring learning to classroom practice” (Bowgren & Sever, 2010, p. 65). Coaches must see themselves as equal with collaborating teachers and help them analyze their own practice. From collecting data to holding team meetings, coaches support teachers in improving their instructional skills, thus raising student achievement (Scherer, 2011).

Coaching is not a new curriculum trend. The need for coaching has intensified in recent years and teachers could greatly benefit from sharing ideas with their peers who have a new skill and job description: educational coach.

Bibliography

Bowgren, L., & Sever, K. (2010). Differentiated professional development in a Learning Community. Bloomington, IN: Solution Tree Press.

Scherer, M. M. (Ed.). (2011, October). Coaching: The new leadership skill. Educational Leadership, 69(2).

Tschannen-Moran, B., & Tschannen-Moran, M. (2011, October). The coach and the evaluator. Educational Leadership, 69(2), 10-16.