By Ellen Eisenberg

By Ellen Eisenberg, Executive Director of The Professional Institute for Instructional Coaching (TPIIC)

Monday, March 2, 2015

So, I continue to reflect about how coaches can begin the BDA cycle of consultation. I know it sounds simple but it is far from simplistic. It’s a great framework to help begin the process of ongoing support. With the BDA cycle, the process is not just about the implementation of a specific concept or chapter analysis; it’s more about talking with colleagues and discussing instructional practices that are effective and make sense. That cannot occur in a quick hallway conversation although the start of it can certainly occur there. You know the song, “It’s all about the bass”… this time “It’s all about the conversation!”

There are several ways to start the process. For starters, I might do the following to build awareness about the BDA cycle of consultation:
  1. At a faculty/grade level/department meeting, reiterate your role as a non-evaluative classroom supporter and are on the side of helping teachers implement effective instructional practices. Share the BDA cycle of consultation, collaboration, and collective problem solving, all in a confidential setting; build awareness of why each part of the process is so important for achieving goals; (Coaches for athletes, performers, artists, even for weight control must “see” what happens and offer feedback about the practice.) If you don’t “see” what is practiced, you can’t offer valuable feedback;
  2.  Go around to your friends and ask what they think needs to happen for school wide improvement; this is a needs assessment kind of activity; once you get some ideas, go around again and see who will work with you to implement some of the ideas; as soon as you see something about classroom implementation, ask if you can co-plan with the teacher (before) and generate the “look fors,” model or co-teach (during) in the class using one of those ideas as the content, and then meet to debrief (after);
  3. Offer to model a “piece” of the lesson; in this case, the coach and teacher still co-construct the “look fors” (before) and the teacher watches how the coach teaches (during); and the conversation that follows is the debriefing (after).

Implementing the BDA cycle of consultation is much like planning an event. All the elements of the event are critical to the overall success of that event. The planning is essential so the “content” is carefully crafted and the event runs smoothly; participating in the event gives a clear picture of what worked well and what needs attention in real time; and the final stage is to reflect on the event to see if the initial goal and purpose of the event were accomplished, especially when the event is recurrent.

Just remember, coaching is situational. Not every teaching colleague is ready to pursue all three stages of this process. A coach’s role, however, is to make the process visible, inviting, and collaborative so that all participants are beneficiaries.

What are some of the successes as an instructional coach you have experienced around the BDA cycle of consultation?

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