Wednesday, November 30, 2016
Whenever I have an opportunity to talk with instructional coaches about their practice, I feel lucky. It gives me a chance to ask them about what’s going on in schools and more importantly, it gives them a space to ask me some questions or voice their concerns about their coaching habits and routines. I can offer anonymity as they discuss their innermost feelings; I offer no opinions and they don’t expect them either.
In my most recent conversations with coaches, the predominant theme that surfaced was one related to doubt and uncertainty about their coaching roles and support to teachers. “How do I know that I am helping teachers move their practice forward?” was the most frequently asked question.
As practitioners, we all have those moments of doubt where we are not quite sure our practice is going in a productive direction. As coaches, we try to give our teachers the confidence they need and assure them that they are implementing effective instructional practices so that their students will reach their fullest potential. We do that by asking questions that generate deep thinking. At the same time, we need to reflect and ask ourselves those kinds of questions as well. We need to ask ourselves how we are helping teachers take ownership of their own learning so that their students will benefit. We need to ask ourselves how we are making a difference in teacher practice and how we are helping teachers make a difference in their own classrooms.
We know that the “before” conversations provide an opportunity to have these discussions with teachers and the “after” conversations promote reflection. The content of those conversations, however, is what makes the difference. Digging into practice and talking about the overall objectives and goals of both short term and long term practice is what transforms our classroom rituals and methods of instructional delivery. It’s not just a simple, “How should I teach this content” as much as it is, “What are some of the ways I can improve student engagement and understand more about how my students learn?”
Providing that ear (remember two ears and one mouth) as well as ample opportunities for teaching colleagues to collaborate and discuss practice will help you understand more about change and how practice moves forward.
How do you know that practice is changing in your school?