This morning I stumbled upon the #Educoach hashtag and I am sharing to support and connect educators with an interest in coaching.
The questions and answers are, for the most part, tagged, however not ordered. So I have browsed and ordered my own learning and reflections below. You can review the full conversation here.
Coaching to Build Confidence
After starting with the successes or #eduwins from the previous week the conversation tackled a series of coaching related questions connected to Coaching to Build Confidence.
There were some interesting reflections and coaching strategies shared relating to self-efficacy and agency, managing setbacks and locus of control, before moving to focusing on instructional coaching (for confidence), then discussing coaching culture and finally personal professional development as a coach.
I found the responses to Q4 interesting.
Q4 What do teachers, who lack confidence, need from instructional coaches? #educoach— ☀️Kathy Perret – Author | Trainer | Virtual Coach (@KathyPerret) April 4, 2019
Instructional Coaching
The chat moved towards a conversation around instructional coaching.
Emphasis on the non-judgemental / partnership principles of coaching. Avoiding preconceived solutions.
Strategies for coaching, recognising strengths as well as areas for development, small steps, building momentum, co-teaching, lesson study – yet underlining that coaching is not about fixing.
I particularly liked the thought from @DeremerEdTalk to share observations but not rush into giving feedback. Time for both the teacher and coach, to gather their thoughts.
A5 Sometimes we rush too much when giving feedback. We observe and send notes immediately. Try waiting 12 hours or 24 hours to soak in all that you saw in an observation before planning a coaching conversation. It’s not the norm but it’s powerful! #educoach— Chris DeRemer (@DeremerEdTalk) April 4, 2019
Coaching Culture
There was a very interesting thread on coaching culture that started with Chris Munro’s comment below and picked up by Jim Knight (Senior Partner at the Instructional Coaching Group) and deviates to a discussion on feedback.
A7 I’m sometimes asked if the culture has to be right first or if it evolves over time as #coaching grows, is understood and valued. I think it helps to have some antecedent conditions but cultural change is also organic & should be allowed to be so. #educoach— Chris Munro (@CmunroOz) April 4, 2019
Again, I get the sense that coaching is an arena accepting of organic change as opposed to proscribed linear change.
On teaching and feedback Jim Knights adds
I would add there’s a difference between simplistic and simple. Teaching is complex and requires adaptive responses, but explanations need to be clear, and that often requires the kind of simplicity that DaVinci referred to as the ultimate sophistication.— Jim Knight (@jimknight99) April 4, 2019
From this comment and my own position
- Teaching is complex
- Responses do need to be adaptive
- Feedback needs to be clear, if not simplistic
- Both responses and feedback need to take into account the abilities and experiences of the teacher – not the observer or coach
And like Jim Knight I was unsettled by The Feedback Fallacy Harvard Business Review (HBR) post, and wrote about it’s potential reliance to schools and to coaching in schools.
As a coach
Meeting and sharing with other coaches, as with this hashtag. Trying new coaching strategies, observe other coaches, reading about coaching, writing and reflecting (#metoo).
Last note goes to @IAteacherNan and @KathyPerret. A day later, across the pond, your hosting of #educoach is appreciated. Hope this offers a few extra signpost Angie.