Before I started coaching full-time, I used to wonder what the value of coaching light could be. For those who aren’t familiar with the terms coaching light or heavy, I suggest you check out Coaching: Approaches and Perspectives and other works by Jim Knight or […]
Tag: Coaching Tools
Today, I had a teacher tell me she “always feels so supported” when she gets feedback from my visits. That is an incredible compliment. It made me wonder why instructional coaches don’t receive feedback like that more often. I don’t have all the answers, but […]
What is the missing piece in most professional development sessions? Why is it so hard to change teacher behavior in learning new
We’ve all asked these questions. No matter how thoroughly we prepare or how high quality the professional development provided is, teachers say “We need more training.” What?! How can that be? We just spent a gazillion dollars to give you tons of hours to learn with experts. I busted my backside to give you everything you need. What training could you possibly still need?
- Steps and actions-check.
- Anticipated results-check.
- Potential pitfalls-check.
- Guided practice-check.
- Q & A-check.
- On-going support-you guessed it, check.
This scenario is frustrating and, I think, all too common. Whether it is culturally responsive teaching, differentiation, RTI, trauma-informed schools, SEL, restorative justice, the refrain is the same: “We need more training?” The accompanying lament remains: “What is the missing piece?”
After years of learning, struggling, and wondering, I think I finally found the missing piece. Teachers need direct, explicit instruction on how to change their own thinking. Truthfully, we spend a lot of time talking about and supporting student thought processes. Self-regulation, self-awareness, self-talk are all part of instruction for students. But it is incredibly rare for teachers to receive the same opportunity to learn such skills.
Instead of wondering why teachers fail to change their behavior, we need to question how we can help change teacher thinking. Not because teachers will all respond perfectly and all our implementation problems will be solved. It is never that simple. But because teachers deserve to understand not just what and why, but HOW. We need to equip them with the tools to control and actively select their actions and reactions in the classroom.
This missing piece is especially pernicious when we are addressing deeply ingrained beliefs and behaviors. Teachers are often stymied by their own struggles. Hence the request for more training. They know, on some level, that they are missing a piece of the puzzle. Articulating what is missing is the challenge. The answer lies in helping teachers surface their thinking, reveal existing inner monologues, and intentionally develop alternative self-talk and thoughts. Teachers need the same level of intentional, structured, and personal instruction that students need.
The biggest problem with the missing piece is that though the need is there, the expertise, the materials, the strategies are also largely missing. As instructional coaches, we are left to address this need as best we can. The first step is knowing there is a missing piece. I wish I could offer specific resources and strategies that would magically fill the void. I can’t. If you have ideas or suggestions, please leave them in the comments for all of us.
How soon is too soon to visit classrooms? Maybe that is the wrong question. How soon is too soon to start observing teachers and providing feedback? This is my struggle. Of course, as a coach, I want to get into classrooms as soon as possible. […]
Evaluating materials is often a part of the coaching gig, even though it isn’t in the typical coaching job description. We are often called on as experts to evaluate a variety of instructional materials, books, and programs. There are so many things to consider when […]
People talk. They gossip. They gripe about their colleagues. As a coach, I feel like I hear it all. To be successful, though, I can’t participate, no matter how tempting.
It isn’t because I don’t enjoy gossip. And certainly, it isn’t because I have no gripes. One of the things I focus on establishing with my teachers is that they can tell me anything without worrying about privacy, judgment, or negative consequences. To preserve the relationships I am building, I must be a vault. The black box. Information goes in raw and comes out not at all.
It is incredibly lonely to only listen. It is exhausting to choose my words carefully with everyone. It is depressing to hear accounts of terrible teacher behavior. It is delicate work to determine what action, if any, to take in response.
Developing appropriate responses to gossip and gripes is an ongoing challenge.
There are times when I gently suggest to someone sharing another teacher’s personal dramas that perhaps spreading rumors isn’t the most supportive course of action. Though nerve-wracking, the direct route usually works best. Questions I’ve asked include “How is sharing this information helping your colleague?,” “What could we do to support this person?,” or “I wonder if this information can help you work with this person?”
Often, gossip is an avoidance tactic. Teachers who gossip about others are generally attempting to avoid focusing on themselves. Those in this category are often unwittingly revealing insecurities about their professional acumen. When I recognize a teacher using gossip to stall, I can more easily put aside any irritation I might feel.
Other times, I simply listen and hold my tongue. There are people who use gossip to build connections with others and establish a personal relationship. Those same individuals are often also testing the trustworthiness of the people in whom they confide.
When teachers complain about each other’s professionalism, I find that trickier to manage. It irritates me when teachers tear each other down. Criticisms that are unjustified are especially irksome. The best I can do in those circumstances is to express surprise and offer counterexamples.
Criticisms based on legitimate concern are tough. Generally, I work with the teacher speaking to try and see things from a different perspective. Then I try to ensure I work with the teacher who is struggling on those areas that are problematic.
For example, two teachers came to me to complain that another teacher in their subject area is neither paying attention or contributing to group efforts. I tried to be tactful and ask them what efforts they have made to give her meaningful tasks or play to her strengths…to no avail. Finally, the tirade ended with a “How can she not sense the almost open hostility?”
I took a deep breath and said as calmly as possible, “Maybe she does and it rightly fuels some sense of self-righteous superiority.” Both women paused, looked at each other, and then one said, “Well, that’s counterproductive!” I agreed and asked them what they could try instead. There was some grumbling. I gave them a choice “Put some extra effort into finding ways to work with her, or expend that energy being irritated.” Despite the continued grumbles, they conceded that being irritated wasn’t working well for them.
Being so direct is always risky, but I know my teachers fairly well by now, and I felt confident a more direct approach was an appropriate course of action.
Still, though, I worry. What if I had been wrong? What if this teacher’s behavior becomes even more egregious. How much griping can I take? How do I help this teacher?
Gossip and gripes are inevitable with any group of people. Navigating them as a coach is tough. I wish I could wave a magic wand and make the ick people spew about each other go away. I don’t know if I always handle it in the best way possible. All I can say is that I try. I try to be the black box. I try to create and nurture relationships.
It is vitally important to have systems to manage coaching tasks effectively. Every coach needs systems to give teachers feedback. Without systems in place, coaches can easily become overwhelmed by other tasks and lose track of observations, feedback, and coaching conversations. Coaches also need tools […]