Be Bold (when needed)

This week, I read Michael Sonbert’s EdWeek article* that claimed “getting a teacher to a place of being highly effective” is NOT “like trying to answer a confusing, ambiguous riddle.” Instead, what to do is “surprisingly straightforward” (even though execution is not easy). The author called for coaches to give clear feedback based on schools’ agreed-upon vision for instructional excellence.

 

Sonbert says that, in the schools where he works, things are extremely urgent. He purports that, “Strong relationships and trust come from providing value for someone (quickly),” rather than making teachers spend their planning period “trying to guess the answers to the coach’s questions when the coach could simply tell them instead,” or assuming that teachers are “too fragile, overly sensitive, and unable to receive straight feedback.”

 

While Sonbert’s claims feel a bit overstated, the article made me wonder whether, in our desire to honor teachers’ professionalism and agency, coaches sometimes withhold recommendations that are just what the teacher is looking for. I know that providing opportunities for teacher reflection and asking good questions can often get teachers to a helpful next step. And there are also times when clear feedback and recommendations are more helpful and expedient.

 

Sonbert’s description of feedback reminded me of my equation for effective recommendations:

 

Evidence + Advice = Recommendation

 

Because the effectiveness of a coaching recommendation rests on a teacher’s perception of its relevance, the reason for a recommendation needs to be clear. That’s where the evidence comes in (what Sonbert calls clear feedback based on schools’ agreed-upon vision for instructional excellence).

 

Here’s an example: In a debrief session after observing a lesson that had very limited student discussion, the coach offered this advice: “You might try using sticks with students’ names or some other random name generator to call on students.” What made the recommendation effective, however, was the evidence that preceded it: “When you called on only students with their hands raised, most of the students didn’t contribute to the conversation.” This evidence provided the warrant for the recommendation. The teacher first saw the need, then heard a possible solution.

 

In our recommendation equation, evidence is information about how instruction is working. It is a form of feedback. When we give feedback, we are hoping to provide “information about an action, event, or process to the original or controlling source” (that’s Webster’s feedback definition).

 

Evidence is most effective when it is tied to student outcomes rather than being focused solely on the teacher. Such feedback is deliberate, explicit, and opens the door for a recommendation.

 

Rather than including an evaluative comment, information that lays the groundwork for a recommendation is provided in a non-judgmental way. It is not criticism. You might note that criticism is not a step in the GIR model – because it doesn’t work. Criticism shifts people into survival mode, which impedes their learning.

 

Effective, non-evaluative evidence awakens awareness of the need for change and increases the teacher’s receptiveness to advice without pointing a finger of blame. Providing neutral, goal-related information about performance in relation to a goal is an important “part one” of a recommendation. Effective recommendations begin with careful observation that yields evidence.

 

Sometimes, providing a silent sounding board is all a teacher needs from a coach. And sometimes that’s not what they want or need. Effective coaches are curious, sincere, and humble AND credible, consistent, and courageous. So, when needed, be bold.

 

*”It’s Not Complicated. Instructional Coaches Should Give Clear Feedback.”

 

 

This week, you might want to take a look at:

Ideas to support teachers’ resilience (and avoid burn-out):
 
https://www.edutopia.org/article/building-resilience-preventing-burnout
 
 
This one-minute video that highlights mailboxes as a way to organize for SECONDARY students and keep feedback private:
 
https://choiceliteracy.com/article/belonging-in-a-school-community/
 
 
Values for sentence-level writing instruction:
 
https://writing4pleasure.com/2023/09/29/sentence-level-instruction-our-viewpoint/
 
Teaching children to fail well:
 
http://time.com/4025350/brene-brown-on-teaching-kids-to-fail-well/
 

We need teachers, not materials:
 
https://ccira.blog/2018/10/16/playing-the-school-game-without-sacrificing-our-star-players/

 
That’s it for this week. Happy Coaching!
 
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