Coaching. It's quite a dynamic role. Being a coach might be uncomfortable and demanding at times. However, it can be pleasurable and gratifying, too. Even though I've just begun my 24th year as an educator, and have an abundance of strategies in my teacher tool belt when working with children, I must declare, when it comes to the world of *teaching adults*, I'm a newbie.
For numerous years, I've dabbled in supporting adults in a variety of ways, such as supervising student-teachers and mentoring new staff. However, my role as a Literacy Coach for the past (going on) three years has been an entirely unique journey. There have been an abundance of impactful ups, alongside a smattering of setbacks. If I am being honest, mistakes have been made and situations have been approached in a semi-regrettable manner. I say "semi-regrettable" because we all need to endure difficult times to come out stronger in the long run. I guess that's pretty much life, though. Nonetheless, I have learned from all of my experiences and have witnessed some tremendous growth on my end. Tons of self-reflection happening over here!
Apart from having a bit of experience in this role, as well as a Literacy Coach team like no other, another undertaking that has helped me jump start my impact as a coach is reading professional texts. If you were to peruse my blog, you'd see an assortment of posts highlighting some of those texts, many of them being books published by Scholastic.
My latest read is The Coaching Partnership: Collaboration for Systematic Change by Rosemarye T. Taylor and Carol Chanter. This book is packed with comprehensive tips and suggestions to guide change-agents in increasing student achievement. I've highlighted and tagged much of the book's contents, which support collaboration, inquiry, generative thinking, communication strategies, delivery modes, self-reflection, and, of course, on-going learning.
For my "sneak peek" posts, I usually reveal what's in the Table of Contents. Look below and you'll see the book is divided into three parts: Part 1: Learning Partners, Part 2: Learning Process, and Part 3: Learning Breakthroughs. Within these three parts, you'll find real-life vignettes called From the Field that are accompanied by Questions for Reflection to support professional reflection on the readers' end. You'll also come across suggested supplemental resources riddled throughout its pages referencing useful coaching blogs and other professional book titles supporting coaching partnerships, as well as links to self-assessment surveys to encourage additional learning.
If you're anything like me, you may find it helpful to view videos of coaches in action or coaching gurus sharing advice. This book provides readers with an online, password protected site containing videos and downloadable resources. Below are images of what the site has to offer. It provides all the tools you'll require to better help you optimize and implement the coaching partnership system.
For "sneak peek" posts, I also enjoy sharing tips or advice I've highlighted directly from the book that have served me well. It is my hope to give you better insight into The Coaching Partnership: Collaboration for Systematic Change. I definitely recommend the book!
- A feeling of continuous growth is a wonderful source of motivation and confidence (p.12).
- Administrators determine the value given to coaching and mentoring in their schools (p.13).
- The intent is for each person in the learning partnership to be empowered to improve the outcomes of the partnership (p.24).
- Having a well-thought-out focus for coaching can help target and achieved desired outcomes (p.29).
- If adult learning is valued, then administrators will find ways to carve out time for opportunities for teachers to observe each other, discuss learning, and analyze student evidence of learning (p.37).
- To overcome barriers or negative experiences, in-person meetings are almost always recommended over email, if only for the frequency with which emails can be misunderstood (p.62).
- In the coaching partnership, all are equal in asking for, receiving and giving coaching and feedback (p.63).
- To facilitate authentic discussions that build rapport and trust, we suggest replacing the common "Any questions?" with "Jot down your wonders" (p.66).
- In contrast to norms in school cultures, norms of collaboration are deliberately developed and agreed to. Norms foster collaboration, build relationships, and help avoid interactions that may derail the learning process (p.71).
- The power of coaching is this--you are expected to give people the path to find answers, not the answers (p.83).
- Whether coaching groups or individuals, learn how to take people through the steps of identifying a problem of practices, setting learning goals, learning, gathering and analyzing evidence, reflecting, and refining practice. This sophisticated skill of moving adult learners along a continuum of instructional expertise is the heart and soul of the coaching role (p.95).
- An expert is someone who knows some of the worst mistakes that can be made in his subject, and how to avoid them (p.100).
- Leaders are those who empower others (p.120).
If you're interested in snagging a free copy of your own, drop a comment below to be entered in a giveaway. :)
Happy Coaching!
