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 2: Implement Consistently
The Task: Share your artifact and a written reflection on your learning during this phase.
What were your key “aha” moments during Phase 2: Implement Consistently?
Because I started out in peer coaching when I was brand new to teaching, I recognise now that I have always carried with me the sense of coaching being a peer relationship. This has actually served me quite well even 18 years on, however, I can see now that this is probably why I tend to connect with coachees through shared experiences and then collaborate with them as if I am as invested in the goal as they are. In theory, I am, but what I think this can do is pull the focus away from the individual too much. I am trying to be more of a sidecar now, rather than a co-pilot.
Another “aha” moment was when reflecting on coaching approaches. The approach, oddly, that I find most challenging is ‘consultant’. I think this is because I am always so conscious to not take a consultant stance too much (and this was very important at the beginning, when I first arrived at the school, so that people didn’t just come to know me as ‘coach as the (perceived) expert’), that I tend to avoid it or ensure I don’t get pulled in that direction. What I have found has changed in post-covid education is that many teachers who are feeling mentally fatigued are yearning for the consultant more and more. Whether this is so they don’t have to do as much heavy lifting (in their eyes) or because they are simply looking for answers, it very much feels like this is what people are seeking out. To curb this, I will often try to bring enthusiasm to the ‘collaborator’ stance…to kind of use my energy to work side-by-side through the process with them. “Share the load”, so to speak.
Did you face any obstacles during this phase of the program? How did you overcome them?
My biggest obstacle during this phase was remaining focussed on the course as I was in the middle of interviews. My mindset completely shifted and I concentrated on preparations for that, as well as the subsequent decisions which needed to be made. I decided to leave the (video) documentation of coaching cycles until the new school year, when I can be more focussed on collecting that evidence.
What artifact did you choose to create and share?
I chose to document the outline of the typical coaching cycle I move through with educators at my school. Additionally, I considered the types of questions which may help guide that inquiry as the process progresses and I intend to turn that into a supporting visual document which mirrors this artifact. Work in progress….
Why did you choose to create this artifact?
I chose this artifact because I felt it would be an important moment for me to stop and evaluate the effectiveness of the cycle I currently apply.
What did you learn in the creation of this artifact?
I went back and forth with how I wanted to visually represent the cycle. Whilst the circular depiction of a cycle implies that the process is ongoing, something about the linear visual of a road resonated with me as I felt it represented and communicated a journey (also on-going). With both a circular and linear image, the inevitable moments of returning to a particular phase are not necessarily explicitly represented through the visual itself. This made me feel more comfortable with using the road image to represent the ‘cycle’.
On a deeper level, I think I felt there might be some big revelation or something I was missing which would change the way in which I implemented a coaching cycle with coachees. What I found, however, was a feeling of wanting to keep it simple, clear and flexible. Nothing much changed, which consequently felt a little underwhelming.
How has this artifact moved you closer to consistency in your coaching role or program?
Although seemingly underwhelming, creating this artifact has contributed to the consistency of my coaching program as it has met that goal for me of getting the elements of my program documented to ensure a clear and consistent message to my role and practice.
Where are you at in terms of consistency in your coaching role or program right now?
This year, I really feel myself committing to practices which are contributing to the overall consistency. One example which comes to mind is ensuring that I send out my feedback form every three months. After I began doing this more intentionally back in April, I have found I am gathering a wealth of really useful and specific feedback about what is working for people, and the impact I am having, through the eyes of alternative data points (i.e., not just my own critique). I continue to reference this, but I’m still finding that this does not elicit the critical feedback which could highlight opportunities for growth (for me as a coach & the program itself). Without delving deeper with resistors/avoiders, I’m not entirely sure how I could get this feedback in an authentic manner.
What are the next steps you need to take to further increase consistency in your coaching role or program?
I continue to work on documenting my ‘coaching roadmap’ for my school context. This highlights key points during the year to capitalize on (report card times, tech opportunities, planning, PYPX etc), as well suggested moments for sending & resending coaching menu, feedback forms, etc, etc.
Read more from The Coach participants as they share their learning from the certificate & mentorship program…
Tracy: Coaching Menu
Tina: How do Coaches Work?
Tracey: Tech Coaching Menu
Nicola: A Coaching Vision
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!
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