Additionally, project leaders and instructional coaches together have described the skills necessary to build relationships and effectively execute the components of the coaching process. Also, a principal who is unaware of the tools that an instructional coach can offer will be unable to suggest them to teachers who might benefit from learning them.District administrators in Pflugerville, Texas, a district with three high schools, four middle and 15 elementary schools, address this issue by providing coaching professional development for administrators. In Cecil County, where there is an instructional coach in each of the 17 elementary schools, the coaches and administrators draw up a pie chart that depicts exactly how much time they agree the coaches should spend on various tasks. Prior to starting their new role, the coaches receive two weeks of intensive professional development focusing on the theory, practice, teaching strategies and routines they will share with the teachers. Therefore, coaches need to participate in their own professional development to ensure they know how to coach and what to share when they coach classroom teachers. Evidence will be collected in a digital portfolio, which will be discussed at pre and post conference. As an instructional coaching trainer, who works with Knight, I have found that IC’s need to take as much time gathering evidence to prove their own impact, as they do with the teachers who work with them. Administrators, by definition, are not peers. Laziness is universal, but so is the upside to effort. Third, the dialogue coaches have while creating the guidelines is an excellent form of professional development.Coaching FixesSchool district leaders can increase the likelihood that their instructional coaching program will succeed if they ensure their coaches have sufficient time to work on instruction with teachers and their coaches know how to coach and what to share with teachers. First, coaches should engage in various professional learning activities designed to improve their coaching practices. First, it enables school districts to develop a rubric for evaluating coaches that is especially designed for coaches. Additionally, project leaders and instructional coaches together have described the skills necessary to build relationships and effectively execute the components of the coaching process. Program Evaluation . Help new and veteran teachers improve their practice by implementing a few simple strategies. var plc214036 = window.plc214036 || 0; However, evaluating the coaching relationship is relevant at any point in the process, to ensure it remains on track and continues to be beneficial > Evaluation involves reflection on the coaching relationship (How do we reflect on the coaching relationship? This scenario happens a lot, and there are some reasons why this approach can be harmful. Asking more from students, research shows, makes them care more about their work. If a coach is too passive about change, chances are that little will happen in the school. If they don’t like the coach, they’ll even resist helpful teaching practices.Jim Collins’ study of great organizations in Good to Great offers additional insight into the desirable attributes of an effective coach. 2014-15 to 2016-17 . Preparation 2. Instructional coaches and the leaders of the Pathways to Success project in Topeka, Kan., have done just this. Principals who do not understand the importance of protecting the coaching relationship may act in ways that make it difficult for a coach to be successful. Hiring coaches but not ensuring they have proven practices is a bit like trying to paint a beautiful painting without any art supplies. Second, it increases coaches’ buy-in to the guidelines and process of being evaluated since they created them. One way to ensure principals get the most out of their instructional coaches is to provide them with sufficient training. Join the great conversations going on about school leadership in our Facebook groups at … Without their own professional development, instructional coaches run the risk of being ineffective, wasting time and money or even misinforming teachers. When planned carefully and when the success factors are addressed, instructional coaching can begin to deliver on the promise of making a real difference in schools. Second, professional development for coaches should deepen their knowledge about the teaching practices they are sharing with teachers. Also, a principal who is unaware of the tools that an instructional coach can offer will be unable to suggest them to teachers who might benefit from learning them.District administrators in Pflugerville, Texas, a district with three high schools, four middle and 15 elementary schools, address this issue by providing coaching professional development for administrators. Content coaches can help teachers gain a better understanding of standards and subjects. If an instructional coach and teacher agree to address content knowledge, the coach collaborates with teachers to develop critical questions, course and unit content maps and concept diagrams using scientifically proven “content enhancement routines” developed by Keith Lenz, Jan Bulgren and other researchers at the Kansas University Center for Research on Learning.Similarly, if an instructional coach and teacher need to work on classroom management tactics, the coach can use the classroom expectations planning sheets from Randy Sprick’s “CHAMPs: A proactive and positive approach to Classroom Management” as a tool for collaboratively developing a classroom management plan with the teacher. They also need to be flexible since their job requires them to change their plans almost daily to meet the changing needs of teachers. Consequently, if coaches and others are careless with their comments or suggestions about teachers’ practices in the classroom, they run the risk of offending teachers, damaging relationships, or at the very least not being heard. ET, The COVID-19 pandemic, combined with the nation’s mental health and equity concerns, has accelerated the shift in the accountability landscape. Usually people are more guarded when they talk with their bosses than when they talk with their peers. Coaches will find it easier to have open conversations about teaching practices if their collaborating teachers do not view them as bosses and, therefore, do not have to worry about how their comments might affect the way they will be evaluated. They need to be ambitious for change in their schools and willing to do, as Collins emphasizes, “whatever it takes” to improve teaching practices. Third, the coach reports on what she or he has done since the previous week’s meeting. They also need to be flexible since their job requires them to change their plans almost daily to meet the changing needs of teachers. Similarly, if an instructional coach and teacher need to work on classroom management tactics, the coach can use the classroom expectations planning sheets from Randy Sprick’s “CHAMPs: A proactive and positive approach to Classroom Management” as a tool for collaboratively developing a classroom management plan with the teacher. Instructional coaches and the leaders of the Pathways to Success project in Topeka, Kan., have done just this. Effective coaches embody what Collins describes as a “compelling combination of personal humility and professional will.” They are affirmative, humble and deeply respectful of classroom teachers, but they are unwilling to rest unless they achieve significant improvements in teaching and learning in their schools.Evaluating Coaches Evaluation is a major mechanism for continuous improvement of any coaching program. 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