5 Ways to Create a Strong Coaching Climate (Part 3/3)

Puzzle pieces put together

In this 3 part series, guest writer Amber Brewer introduces 5 ways to build a coaching climate in your context. Start back at Part 1 if you missed it.

4. Roll-out through Relationships & Celebrate Glows

With defined goals, process, and best practices defined, it can be tempting to “jump in” and get things moving as quickly as possible. However, before the first official observation or artifact review begins, it is critical to roll-out coaching through relationships. As mentioned before, each staff is unique in their experience, expertise, and education. Likewise they are unique in their expectations, perception of coaching, previous experiences with coaching, preconceived notions about coaching, and willingness to engage in coaching. 

One way to address these potential pitfalls is to actually address them through intentionally transparent, two-way communication. One way to do this is through quick 15-30 minute “introductory” meetings. The agenda for introductory meetings should include: 1. building relationships & rapport; 2. establishing expectations for coach and teacher; 3. setting personal goals for the coaching relationship.

 Likewise, it is important to ensure coaching meetings are grounded in “glows” or areas where teachers are excelling or progressing. These “glows” should be authentic, specific, observable or data based. Let’s compare the two pieces of “glow” feedback below: 

  1. “I really liked the math lessons you gave on fractions yesterday. It was really effective.”

  2. “During your math lesson on fractions yesterday, I noticed 100% of your students writing during the warm up within 30 seconds after entering the room.”

The first set of feedback might sound nice at first, but it doesn’t tell the teacher how or why their lesson was effective. Additionally, including the word “like” means the feedback is based on the subjectivity of the administrator, rather than on its intrinsic pedagogical value related to students. The second example maintains the objectivity; adding strength to the comment. The teacher knows precisely how and why the lesson was positively impacting students. Therefore, the teacher can replicate the process in future lessons to ensure all students thrive. 

5. Practice & Normalize Practice

One final element critical to ensuring successful implementation of coaching is intentionally practicing and normalizing practice within the school setting. No one is surprised when professional athletes, musicians, performers, doctors, or even lawyers engage in practice prior to taking a new skill “live” to an audience, operating room, or court room. It would be unrealistic and sabotaging for a musician to be told about a new piece of music, heard it played for them, and then expected to implement it flawlessly in full performance the next day. 

Unfortunately, however, this is exactly what happens for teachers when practice is omitted from the coaching process. Teaching is a performance based profession that is live all-day, every day. Teachers deserve a safe place to explore, try on, and “play” with a new skill before having to take it live in front of their audience of students. The opportunity to practice in a safe environment with a skillful coach builds this chance. 

The previous four steps lay fertile ground for normalizing practice. The final element hinges on the administrator or coach’s willingness to set-up and effectively engage in practice. When a coach is willing to model a new skill authentically in a safe environment, this begins the process of normalization. It can be intimidating to initiate practice for the first time with a new participant. Here are some tips to help move forward smoothly.

  1. Value it - name the value and give an example of other professions which benefit from practice. 

  2. Go first - be willing to engage in a model role-play with the teacher first. 

  3. Be specific - name each part of the skill the teacher will implement and model it. 

  4. Name the feeling - openly address feelings of discomfort or awkwardness with safety


Conclusions

Coaching is a meaningful and transformative practice for any school environment when it is implemented effectively and intentionally. To ensure its success, establish clear goals and outcomes for coaching and communicate them widely. Zero in on the specific approach to coaching that will be used and build a common language to subsequently build trust. Utilize the local resources already in place, when possible, rather than reinventing the wheel. This ensures best practice from your local school community is codified and honored during the coaching process. Roll-out coaching through relationships and celebration of glows. I believe every teacher wants to be effective and has something worth celebrating. Capitalize on relationships and highlight the things teachers are doing well. Finally, introduce and normalize practice through a physically and psychologically safe environment. 

Happy coaching and learning!

Download Amber’s amazing Planning Template for creating a strong coaching climate, available for free through October 2022! Check it out:

From eastern North Carolina, Amber Brewer has worked in education for 10+ years serving in a variety of teaching and school leadership roles K-12, as well as an independent educational consultant & mom-prenuer. Mrs. Brewer holds a Bachelor’s degree in Hispanic Studies Education from ECU (go Pirates!), a Master's Degree in Elementary Education, and a Graduate Certificate in Executive Leadership and is a licensed NC Principal. She has worked in both the traditional public and charter school settings. Most recently she served in K-12 Public Charter as a teacher, Elementary Dean of Instruction, and subsequently Director of Curriculum and Talent Development, where she was named Administrator of the Year.

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