We want to give you a peek inside our Coach Certificate & Mentorship Program. Coaches taking part in this academic-year-long journey have graciously given us permission to post some of their learning and reflections from the private coursework they are undertaking during this program. Where possible, we have shared the course and the action task to give context for the guest post.
Follow NicolaThe Topic: Phase 1: Finding Clarity
The Task: Share your artifact and a written reflection on your learning during this phase.
What were your key “aha” moments during Phase 1: Finding Clarity?
This phase I was reminded in Kim’s, Your Coaching Journey: A Practical Guide for Instructional Coaches, about the significance of simply communicating what you do by showing what you do. In a discussion we had during Office Hours, we reflected on who engages in coaching within the school environment and the message this sends to staff. In my context, I not only coach teachers, but leadership, support staff, librarians and teaching assistants. By making these partnerships visible, it has shown that coaching is for everyone and not limited to teachers. It has emphasized that coaches are not there to fix problems or people, but they are there to support the growth of people in a responsive way which meets their current needs and honors the skills and expertise they bring to their work. They ‘push the [educator] just a little bit out of their comfort zone, to encourage them to take risks that they might not do on their own’ (Cofino). And the most successful way I’ve been able to (and will continue to) communicate this, is by my actions.
Did you face any obstacles during this phase of the program? How did you overcome them?
The only obstacle was the timing as the new school year began. Many of the aspects of this phase I have been refining over the past four years and so, when it came time to begin building and establishing relationships for the new school year, communicating and marketing my role, defining the role, and solidifying the relationship with the principal, I was already well placed to make refinements and get things quickly off the ground again. The challenge (or missed opportunity) was that had it been timed differently for my context, I would have had more time to devote to the resources before these aspects were being implemented and perhaps have applied various elements differently.
What artifact did you choose to create and share?
I chose to articulate MY VISION for myself as a coach. As I am the sole coach at the school, and my principal’s coaching philosophy aligns with my own, my vision reflects the school vision of the instructional coach role too.
Why did you choose to create this artifact?
For the last four years in this role I have been very clear on the attributes which make up my role as a coach (these can be seen around the outside of my visual). What I hadn’t yet done was to condense that into a clear vision statement. This is partly because there are so many attributes which I deem to be absolutely instrumental in a successful coaching programme and coach, that it was hard to sum it up succinctly. Initially, I placed it all together to form the following: As instructional coach, my vision is to engage in confidential, teacher-initiated partnerships which maintain a non-evaluative and needs-based approach for teachers to inquire into their practice. Coaching interactions are grounded in evidence, with the goal of producing a positive impact on student achievement through enhancing teaching and learning, in a safe yet energising environment. Basically, I had tried to wordsmith it to include all of the fundamental attributes I had pin-pointed. Upon reflection with my Support Squad, I made the decision to condense it, make it more succinct, and not so convoluted.
What did you learn in the creation of this artifact?
What a vision statement is and how it differs from a mission. Wow, what a blurry line they both tread! I researched so many different vision statements from different fields and thought about how to encompass my vision more clearly. Talk about over analysing something!
How has this artifact moved you closer to clarity in your coaching role or program?
I’m still not sure if I’ve articulated a vision per se, but I’m happy to have something concrete down that, if nothing else, helps me to be very resolute about the attributes I value in a coaching programme. My goal was to also start documenting a coaching ‘road map’ for my school in the event that I leave this school at the end of this academic year, so this will be an important part of this. On top of that, it helps kickstart my preparations for my job application journey.
Read more from The Coach participants as they share their learning from the certificate & mentorship program…
Kristen: Coaching Menu and Calendar
Kelly: Math Coaching Menu
Tracy: Coaching Menu
Ian: Navigating Teacher Buy-in For Instructional Coaching
Level Up Your Coaching with The Coach!
If you are ready to dive deep into your coaching practice, to help you #coachbetter and build a thriving coaching culture in your school, please join us for our next cohort of The Coach!
Wherever you are in building a coaching culture in your school, The Coach will give you the strategies, skills and tools you need to make coaching a success and will empower you to confidently apply instructional coaching strategies in any situation – from building a coaching program, to having coaching conversations, to being a leader in your school community. We facilitate only one cohort each academic year so we can offer individualized support for each participant.
Coaches of all levels are welcome: you’ll start the program with a self-assessment to determine exactly what the next steps are for you!
Recent Comments