In
a recent post, we considered how a principal
– coach agreement can get the school year off to a smooth start. Creating
agreements – formal or informal – with the teachers with whom
you’ll be working is another important step at the beginning of the year. As
you establish expectations with teachers, you might consider the following:
Communication: Ongoing communication supports
the coaching work, but I’ve noticed teachers have their preferred means of
communication. Email is an effective way to communicate, since relevant
documents can be attached. If you’ll be communicating regularly through email,
make sure teachers are aware so they’ll be on the lookout. For some teachers,
email is a bottomless pit; hard-copies in the mailbox work better. And texting
may be the preferred option for other teachers. If you’re open to different
modes for communication, ask the teachers you’re working with: What’s the best way for us to communicate?
Time: Effective coaching takes time.
There is no way around that! If you and your principal built time into the day
when coaching can occur, it’s easier to manage this aspect of coach-teacher
agreements. Beyond that, it’s good to know what works best for individual
teachers. Some teachers arrive early but must be out the door quickly at the
end of the day. For others, it’s the reverse. Some teachers take a professional
break at lunch time, but for others, that’s the best time to meet. When the
timing is right, teachers will be more open, so respecting teachers’ timing
increases the effectiveness of coaching. Ask: When are the best times during the day for us to get together?
Focus: How will the focus for your
coaching work be determined? Even when there is a designated emphasis for
coaching work (e.g., a school-wide emphasis on small group instruction), there
is room for teachers to define the work in ways specific to them and to their
students. As you begin a coaching cycle, check to see: What are your priorities for our work?
Data: Once a focus has been
established, you’ll want to gather data to support the work. Check with the
teacher to see what information about student learning she would like to
consider. Will she bring anecdotal records about classroom observations?
Running records? Recent work samples? Would it be helpful to analyze scores from
standardized assessments? Considering what
assessment information would be useful will give your work a solid
foundation.
Resources: Teachers may have specific
resources in mind they’d like to work with, and they’ll likely be open to
additional materials you can offer. Blending the familiar with the new will
make the work more manageable. Although you’ll probably expand the resources you
access as you move through a coaching cycle, it’s helpful to begin by
considering: What resources might we
need for the work?
Whether
you collect the above on a form, through email, or in a quick conversation, gathering
information about communication, time, focus, data, and resources will put you
and the teacher you’re working with on the same page as you start a coaching
cycle.
This week, you might want to
take a look at:
A
classroom full of invitations:
Helping
students set academic goals right from the start:
Charts
as instructional anchors:
Classroom
hacks – tips for organizing the room:
Writing
workshop routines:
That’s it for this week. Happy
coaching!
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