While both conditions and issues exist in schools that cannot always be addressed by instructional coaches, the collective problem-solving around those conditions and issues is incredibly beneficial and speaks to the power of collaboration and critical thinking. I think the key here is that coaches and teachers must work together to identify those issues and conditions and jointly plan ways to prompt changes that make a difference in the lives of their students. Venting only goes so far.
But, before that happens, coaches and their teaching colleagues must engage in ongoing conversations to talk about the differences between conditions and issues and what learning means to them. Those conversations evolve into talking about how students learn and what both the teachers and their students need to make learning meaningful. Coaches need to get to the heart of what activates behavior. This type of conversation helps the coach understand what motivates the teacher; they need to talk about the “M” word – that which motivates a teacher to go from “good to great” – to know the kind of coaching approach that will help move practice forward.
For instance, coaches can’t change job security or the influx of a diverse population into a district. They can, however, talk about how teachers can strengthen their professional practice to help them address the influx of new students or how improving their skills might influence their marketability. They can engage in conversations about how to make their work more interesting and more relevant to their students. I’m embarrassed to say that there were times in my own teaching career that I spent far too much time on some things and not enough on others simply because I liked certain content more and I was motivated, one way or another, to use that as my barometer.
A teacher’s own motivation will have an impact on those discussions. As a coach, yours will as well.
What motivates you in your coaching role? How do you motivate others?