A few key assumptions underlie the work of
mentoring and coaching. It can be helpful to explicitly state these
assumptions, but it’s even more important that they are evident in the words we
use and the way we approach our work with teachers.
Separating the Teaching from the Teacher
Coaches hold the unshakeable conviction
that we can separate the teaching from the teacher. When
we take this as foundational, we see teaching practice as something that
can be changed, not as an indelible part of a teacher’s personality. “That’s
just the way I am,” is not an acceptable mantra. Rather, coaches seek to
support teachers in examining and elevating their work.
The importance of focusing on the teaching
rather than the teacher is evident in research on feedback. It appears to be
human nature not to learn from mistakes because of
the need to protect ego, so shifting the focus away from the person is more
likely to support learning.* A focus on teaching provides
a chance to reappraise the situation in less-threatening terms.
Teaching as Professional Practice
Relatedly, we think of teaching as professional
practice. The word practice has multiple
definitions that can each be applied to teaching. One definition of practice is
to do something repeatedly to maintain or improve proficiency. Another
definition is application or use of an idea. Finally, a practice can be a
professional business; this is how doctors and lawyers typically describe their
work and service. These definitions are relevant to the way we view the work of
teaching and the way we view the work of mentoring and coaching.
Of course, having a professional practice
lies on the foundation of seeing teaching as a profession and treating teachers
as professionals. As professionals, teachers are empowered as agentive
decision-makers. As professionals, teachers seek to be current in the field,
updating their knowledge so they can best meet the needs of those they serve.
A Track Record of Success
Professionals have a common body of
knowledge and practices that have a track record for effectiveness. This track
record includes research and experience. Differences in teaching practices are
not simply a matter of style; some practices are known to be more effective
than others. Characterizing differences as matters of style trivializes
teachers’ practice and profession.
Even though it’s important to flexibly use
practices in ways that reflect context and learners’ needs, an assumption of
instructional coaching is that teaching is the work of professional practice
and established practices.
Whether or not we explicitly state these
assumptions, they should be evident in our words and work. They become shared
assumptions as the teachers we are working with absorb and embrace
these same beliefs. Our coaching work will be effective when we focus on supporting
effective practices, not on changing people.
*
Eskreis-Winkler, L., & Fishbach, A. (2019). Not learning from failure—The
greatest failure of all. Psychological Science, 30(12), 1733-1744.
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Hooray!!! My new book, Differentiated
Mentoring & Coaching in Education: From Preservice Teacher to Expert
Practitioner
is a fall release from Teachers College Press! I’m so excited to share it with you! You can
order the book now and use the code: TCP2022 for free shipping. Click here
and I’ll email you the free Book Group Study Guide that
includes questions, prompts, and activities you can
use as you share the book with colleagues.
I hope you’ll love this book as much as I loved making it for you!
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This week, you might want to take a look
at:Aligning
classroom assessment with teaching beliefs:
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