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.

The Topic: Phase 3: Grow Community

The Task: Share your artifact and a written reflection on your learning during this phase.

What were your key “aha” moments during Phase 3: Grow Community?

When reflecting on Working with Teams, I really identified with what Tim Bray said about how he comes to team coaching moments more prepared. This was an ‘aha’ moment in that I realised, perhaps without ever really noticing, that I do this too. Similarly, when Maggie talked about her stance in 1:1 vs team, this was very relatable. It amused me to hear that ‘pleading ignorance’ was a legit strategy used by others, as I tend to make use of this quite a lot. Essentially, this module affirmed some of my thinking as I look towards next year where I will be working far more with teams than individuals.

Did you face any obstacles during this phase of the program? How did you overcome them?

Coaching can be very mentally draining and I’m not sure I have found a way to overcome this challenge. One thing I am continually reminding myself of, however, is not to let it be emotionally draining too. As I am often reminded by Elena Aguilar, “coaching is not counselling”, although it can very much feel like it at times. Especially as people begin to really trust you and become vulnerable in their own teaching practice, they often become emotionally open with you too. There are many times that coachees are in tears during our meetings because they are so invested and passionate about what they do. It can be hard not to take that on sometimes but I am really trying to not let the emotions of others drain me. Cycling between two campuses can be just the thing I need to clear my head from one person to the next. In fact, as I type that, it has helped me to make a connection to the fact that, for me, coaching teams can be less draining mentally and emotionally as it does feel like the cognitive load is spread.

What artifact did you choose to create and share? 

I have created a school-specific COACHING YEAR PLAN which links in everything I have created and used to support our current programme. I was very careful not to put in anything which was had become indirectly part of my role. There are a lot of additional things I do to support the teaching & learning and culture at IPS Hilversum, but they are not really part of my role per se.

Why did you choose to create this artifact?

As I will leave at the end of the school year, and my role will not be immediately filled, the Year Plan leaves behind the outline of how coaching has been capitalizing on the opportunities which arise from the ebb and flow of our school year. It addresses needs which pop up during particular times of the school year and is sensitive to varying demands of the school year. Hopefully, it provides an accurate picture of where we are at right now and could give a starting point in which to relaunch the programme when the time comes, as well as an overview of where some gaps may lie next year and that could be met by other members of staff, particularly our Teacher Leaders.

What did you learn in the creation of this artifact?

The beginning of the year demands are always the heaviest and it was interesting for me to reflect on where I was addressing each element and considering whether or not some should be prioritized/moved. I also thought about how I am experienced with the demands of the beginning of the year and how that time of the year can be integral to the establishing the culture of the programme for the year, yet someone less experienced could come a little unstuck here and it would need refining to ensure a successful start.

I will continue to flesh out the remainder of the year as things pop up that I had overlooked or forgotten to document on the Year Plan.

How has this artifact moved you closer to growing a community in your coaching role or program?

When I began this course, one of my main goals was to reflect on and refine my programme as it currently stands. I feel like this artifact is the culmination of a year of reflection, where I have been able to make informed decisions about what makes sense, what could be improved, and what doesn’t yet exist. Though there is certainly still room for substantial growth, it feels good to have pulled everything together into one document. It also leaves a representation of what our members of staff have appreciated having in place and would love to see continue. It’s a shame that budgetary restrictions mean that the role cannot be filled by another full time coach when I leave, but at least some of the elements can be distributed where possible to best support community.

Where are you at in terms of community in your coaching role or program right now?

It definitely feels like the steps I have taken this year have brought far more cohesiveness to the role and programme. Additionally, it’s given me a chance to see the elements of the program that could do with refining and adding to. It is clear from my leadership feedback that I am influential in supporting all members of our community by acting as a change agent and finding strategies to scaffold teachers to doing the same.

What are the next steps you need to take to further grow your community in your coaching role or program?

Looking ahead to next year, I’m considering how I might balance the role of coordinator and coach. Having moved from coach to PYPC (and back) before I know that the shift in the type of leadership was the most challenging to navigate. This time I will be doing so in a new school where people don’t know me as a coach so I intend to use the art of coaching to complement the work I do as a coordinator and, hopefully, enhance the influence of my role. In this way, I will continue to look for ways to build capacity in others as individuals, teams, leaders and members of the learning community.

Read more from The Coach participants as they share their learning from the certificate & mentorship program…

Tracey: Tracking Data & Professional Development Plan

Kelly: Seeing Yourself as a Leader

Tracey: Tracking Coaching

Amber: Conversation Resources

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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!