All important questions and none with such easy answers.
Here are my thoughts:
- If a coach is actively coaching more than 8-10 teachers (and most are), the coach needs to design a cohort coaching approach so that each group of teachers can receive coaching support in a “buddy” system. For example, group “A” is the first cohort for 6-8 weeks and then becomes the buddy support for the next group “B” cohort of teachers, etc.
- Coaches need to assess the needs of the teachers they coach. Some teachers may need intermittent support on a “as needed basis;” some may need regular weekly support; and some may need more intensive support. Once this is determined, the coach can plan the kind and frequency of the support provided;
- If the communication is the issue: blend the approach so that there is virtual and F2F support. For instance, an email from the coach to the teacher asking what kinds of topics/issues/instructional techniques the teacher would be interested in exploring is a viable “before the before.” That would be followed by a F2F “before” where specifics are discussed, i.e., what are the goals for this lesson; what role do we each play; what kind of data should we collect; and when will we meet for the debriefing. From there, the “during” classroom visit (not observation) is scheduled and followed with the pre-determined debriefing or “after” session. Email communication is most often a set of questions that can be answered and then referenced at the time of the “before” and/or “after.” I would caution a coach to facilitate a virtual “after” as many ideas and thoughts flow from the F2F conversation. (The emails could get very lengthy if every question is asked virtually!)
How do you blend your approach to foster communication with your teaching colleagues?