By Ellen Eisenberg

By Ellen Eisenberg, Executive Director of The Pennsylvania Institute for Instructional Coaching (PIIC)

Monday, November 6, 2017

“Strive for progress, not perfection” (anonymous). Wow, what a great quote for instructional coaches to think about and remember when working with their teaching colleagues.
So often we fall into the trap of thinking we need to know all the answers and all the tricks of the trade so we can share our knowledge with the teachers we are coaching. Alas… the plight of the instructional coach… news flash… coaches are not experts and don’t need to know everything! If we want any message to be heard, it’s that we are all learners and understand the importance of learning together.

Although students are at in the center, instructional coaching is a growth model for teachers. Of course, our ultimate goal is for students to develop into life-long learners and to love learning. That can’t happen unless we touch the thing that is the most important element for improved student learning… implementing effective instructional practices and that can’t happen unless we focus on helping teachers get better at their craft. It is our collective responsibility to help teachers “grow” their love of learning without fear of failing so that they can transfer those feelings to their students.

Instructional coaches do not know all the answers; they help teachers implement promising practices, not best practices. (Best implies that practice cannot get any better.) However, instructional coaches are quite adept at asking the right questions; that is, asking the kinds of questions that consistently encourage deep thinking, critical analysis, hypothesis, application of learning, and synthesis. Coaches don’t see a beginning and end to learning; coaches see ongoing opportunities to collaborate and move practice forward. (They move teachers’ practices forward and at the same time, move their own practice forward.) That’s what progress is… moving from point A to point B and along the way, taking time to plan, think, and prepare with colleagues. Learning is a process and oftentimes, the path to learning is what makes the difference, not the finished product.


What are some of the ways you navigate the delicate balance of progress vs. perfection in your environment?

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