6 Ways to Create Teacher Choice in Coaching
A common misconception of directive coaching is that it is just telling teachers what to do. While it is very focused and based on classroom data, strong directive coaching should include a lot of teacher choice.
Choice is an important part of learning. It helps teachers (and students) be self-directed and motivated in their learning and pursuit of their goals.
Just like in the classroom, we don’t give up our high expectations of the learning goals that we are aiming to achieve in coaching. Instead, we offer choices in how, why and when we achieve those goals.
Teacher Choice in Directive Coaching
Choice in the Welcome Meeting: During the Welcome Meeting, coaches collaboratively establish clear goals for growth and learning in the coaching partnership. We ask teachers, “What goals do you have for our coaching partnership? What would you like to accomplish through coaching?” Here teachers set the direction of the partnership, and coaches connect back to these goals in every meeting throughout the partnership.
Choice through Check-in Questions: We should hear a lot of teacher voice in coaching meetings. At intentional points in the coaching meeting, coaches ask check-in questions like, “How is this resonating with you? What impact do you see X having on your students’ learning?” In my experience, teachers are largely excited for individualized support. However, when teachers push back that the content of today’s coaching session doesn’t resonate, we have to pause to address this and pivot as needed.
Choice in How to Apply New Learning: While we will share specific strategies to meet our coaching goals, strong coaching should make sure that teachers are able to make those strategies their own, or even add their own strategy for achieving the same outcome. For example, if based on a class observation there are few paths for how you could support your teacher in increasing student voice in their class, provide those options and ask what other strategies the teacher may know of (but is not using consistently or effectively yet).
Choice in When to Apply New Learning: We do expect teachers to try out their learning from coaching right away. That’s part of the reason why coaching works so well. But there is a lot of room for teachers to decide exactly when and where they’ll apply their new learning. Will they try the strategy out with one class first before the others? Will they use a strategy as students are entering the class as opposed to later in the period, or both?
Choice in the Content: As you grow in your coaching expertise, you may be able to offer teachers choices in the content of the coaching meeting if two things have equal priority. I’ve found this to be particularly helpful (and challenging) in coach coaching.
Choice in Teacher PD: Since whole-group teacher PD can’t be individualized like coaching, allowing teachers choice is powerful for making learning meaningful. At a few strategic points in the year, consider asking several teachers who have some real growth in their class, especially in student outcomes, through coaching to facilitate a PD session for other teachers. Allow other teachers to choose between the 4 - 6 sessions depending on their interests.
A Note on Flexibility: Remember, strong coaching doesn’t start a coaching meeting with “What do you want to work on today?” or “How did that lesson go?” (Although I’ve done that more times than I can count!) Instead, coaches have a clear plan and focus for the coaching meeting based on the teacher's goals and the classroom observation data. However, there will be days when teachers just need a different path because of trauma or stress. From neuroscience, we know stressed brains struggle to engage in learning. If, for example, a teacher experienced a fight in their class today, offer the space to pivot and offer support in response to the fight instead. Some may need it; some may be happy to move on with coaching as usual.