Weekly Coaching Roundup, Week 18: May 6, 2022

This week we learned why ICs should be conscious of their tone when providing written feedback, how to plan and navigate coaching conversations, tips for building credibility as a coach, and more. Enjoy!

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Effective Professional Development

Linda Brock shares a four-step process for implementing a collaborative PD session that allows teachers to evaluate and curate new teaching materials as a team.

“Building a facilitated professional development (PD) opportunity for teachers to work together curating content is a way to
provide collaborative learning while also collecting viable, aligned materials. . . . Experiential PD also
creates camaraderie and clarity around a shared purpose, providing teachers the time for collaboration with colleagues (ideally between six and 12), which they often seek.”

Four Reasons to Foster Great Coaching

Michael Moody and Jason Stricker believe districts and school leaders must define and communicate a clear coaching vision to have a thriving program.

“It’s well understood that in order to improve teaching and learning,
there must be a shared understanding of high quality instruction – and a strategic approach to following through with it. The same is true for coaching. Before the benefits of instructional coaching can be truly realized,
educators must know what great coaching really looks like.”

Instructional Coaching in 20 Seconds or Less

Lisa Westman reflects on her steps to establish credibility as an IC and why a “we’re all on the same team” attitude helps.

“What became readily apparent was while I could, in fact, perfect my elevator speech, just being able to describe what a coach does is very different from actually performing the role successfully. . . .
On our team, we each play a different and equally important role.
We win when our students succeed. Principals are the instructional visionaries and teachers execute that vision. Coaches are simply the choreographers.”

How To Avoid Getting Lost While Coaching

Aaron Daffern offers a three-step approach you can use to plan and navigate coaching conversations.

“Sometimes success measures are quantifiable, such as finding a strategy or two to help with a problem. Sometimes they are more open, like being a sounding board to think through a situation. Whatever they are,
success measures will guide you every step of the conversation and ensure you don’t miss your exit.”

Instructional Coaching Feedback Tents

Stephanie Affinito highlights her six guidelines to be mindful of when delivering feedback to teachers through video coaching.

“As part of my virtual coaching cycles,
teachers record clips of their teaching and choose what to send me for observation and feedback. . . . As I view, I post time-stamped comments on the videos so teachers can get immediate feedback before we are able to meet for our coaching conversation.
Since that feedback is in print and without lengthy explanation, I take great care in how and when I provide it, tending to both quality, quantity and the tone of the comments”

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