In the last blog entry, I suggested three initial steps for
coaches to move into the coaching role from a teaching position in the same
school. The key to remember is that coaches are not experts; they are learning
collaborators in a partnership and must maintain confidentiality to gain and
sustain trust which is the most important quality in the teaching/coaching
relationship. Remember, most teachers have experienced the administrator
observing practice; they are not experienced with the idea of having a colleague
visit (not observe) classrooms with the purpose of talking about practice. This
is not a common practice in places without instructional coaches.
Once the coach and leadership team have shared the
expectations with the staff and the coach has begun the ongoing process of
engaging colleagues in conversations about school wide improvement, the focus
shifts… slowly at first but in very deliberate ways.
Step four… the coach needs to “outfit” a coaching space so
that conversations with teachers can be private and inviting. This is space
where the teacher feels comfortable meeting with the coach and have resources
for the teachers to explore and to exchange ideas and promising practices with
each other. It is a risk-free environment that shouts, “collaboration is the
norm!” The coach needs to plan a schedule so that the teachers know the coach’s
availability. This schedule needs to incorporate the teacher’s schedules as
well so that the coach offers an opportunity for all teachers to have access to
the coach.
Step five… once the coach has walked around the building and
engaged in conversations about the school wide goals and co-constructed a needs
assessment, the coach has an idea of the kinds of topics to offer for mini
professional learning sessions. Go back to the source… the teachers… and invite
colleagues to co-facilitate/co-present on topics of interest. You may or may
not have some “early adopters.” Start small… once or twice a month offer mini
sessions multiple times during the day so that teachers can “float” into the
coaching space to share that professional learning with you. This is especially
effective if a teaching colleague joins the coach. Next time, ask each
participant to bring a friend! Rome wasn’t built in a day so the first few
times may feel like you are talking to yourself but don’t give up… it will
catch on!
To be continued…
What strategy has
worked for you in transitioning from a teaching position to a coaching
position?
