Going Deeper with Coaches featuring Tanya LeClair
In this episode we’re chatting with Tanya LeClair, Elementary Innovation Coach at the American International School of Guangzhou.
Bonus: Watch the video of this episode on YouTube!
Show Notes (Highlights)
Tanya talks about the importance of being a great collaborator in her role as a coach and shares her insight on advocating for teachers and building a coaching culture with her admin.
Building a Culture of Coaching: Where/How do you start? Being an advocate for the importance of your role
Beginning of the year speaking to teachers in meetings about my role. Defining role of a coach vs. role of IT dept
Attending kickoffs for UOI – relating my suggestions to learning goals. Starting with the WHY.
Weekly bytes emails to teachers featuring how-tos and resources
Innovation goals for ISTE Standards for Educators
Being a salesperson
I’m not pushing my agenda but their agenda/the schools agenda
What does data look like from coaching? What are you using to help motivate teachers to make improvements/changes? Assessing tech & tech integration, how do you give it value (teacher evaluation, teacher growth): “More Than Ticking the Box”
Finding ways to celebrate what they are doing – even if it’s small
No data (except anecdotal) changes in the culture of innovation in the school
Self-evaluation – collaborative Padlet and other platforms
Displaying what’s going on in classrooms as much as I can
OneNote NoteBook/Padlet – innovation goals ISTE
TTT (teachers teaching teachers) PD opportunities
Polarity mapping in PD and comparing results at the end of the year with regards to the ISTE Standards for Educators
Regular meetings to talk about growth and next steps
Where do coaches fail? And what can we do about it?
Only helping techy keeners – It’s good to spend a lot of time to do great things with a few tech savvy, but also ensuring that you make time (even if it’s much less) for others so are not so eager, or don’t know what they don’t know. Finding some balance is good.
Not actively listening in meetings
Not following up – setting steps/goals (calls to action)
Taking things personally
Not being proactive – with freedom (great power) comes great responsibility
Not empowering teachers – being the only expert
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