This post is part four in a series on
Emotional Intelligence in coaching. The first post suggested practices that
support an optimistic
attitude. The second describes how empathy
establishes an interpersonal connection that makes coaching possible. Last week’s post talks about awareness and
responsiveness to formal
organizational structures. In this post I’ll consider how being alert to
less-formalized roles within your school (or school system) also impacts
coaching efforts.
Understanding the organization of your
school helps you effectively navigate your coaching role. Schools have formal
organizational structures and informal ones that represent day-to-day
interactions. Awareness of both types of
organizational structures helps you make the most of how your role fits within
these structures.
At the top of the formal
organizational pyramid for a school is the principal. Hopefully, your relationship with this leader
is a comfortable one. A principal-coach
agreement can codify the relationship so that
there’s no misunderstanding. If there are assistant principals, stop and think
about how that person’s assigned duties impact your work. Does the AP schedule PLC meetings? Does she determine team leads or
department heads? Now might be a good time for you to provide
input about such decisions.
Other members of the formalized school
structure also have influence. For
example, formal team leaders exert a lot of influence on the culture of the
team. Do members of the team feel their
time together is productive? If not,
perhaps working with the team leader on agendas and discussion protocols (link) would improve
the team’s function. Teams that meet
regularly and productively are primed for group coaching.
Are there informal leaders within
teams? These might be go-to teachers who
are recognized for their expertise. Their teammates may turn to them for
informal coaching. When you acknowledging
this role, you can use it to your benefit. For example, asking for that
teacher’s opinion (either individually or during a group discussion)
demonstrates that you are in sync with team dynamics and not too proud to
consult other experts.
Another type of informal leader within
teams is the one who holds emotional power.
This person may or may not be an instructional expert, but she sets the
tone for meetings by her very presence.
I vividly remember working with such a teacher during my first year of coaching. Marjorie, a member of the fifth-grade team,
was not the formal team leader, but she was a tone-setter for the team. Making sure she was on my side made a big
difference in my success. I knew some of
her instructional strengths, and I asked her if other teachers could observe
her using these strategies. I also knew
she prided herself on being an excellent proofreader, so I sometimes sent
documents her way before printing or sharing.
As Marjorie warmed to the idea of coaching, so did other teachers on her
team and throughout the school. It was important to have her on my side. Having this organizational insight made a difference
in my coaching.
Developing and attending to emotional
intelligence decreases frustration and increases coaching impact. As the school year ends and you begin
planning and dreaming about next year, consider knowledge you have of your
school’s organization that can smooth the way for your work. Noticing who holds
the reins for various aspects of your school’s operation helps you skillfully
manage power dynamics to support your coaching role.
This
week, you might want to take a look at:
Using
video to support critical thinking:
The
importance of defining your coaching role with administration:
Tips
for moving into a coaching role:
Things
teachers can do now to be ready for the next school year (are there some where
you could appropriately lend a hand?)
6
Ways to recharge this summer:
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