How Can I Be a Better Coach

Jennifer Partrick
Dec 06, 2011

What can I do to become a more effective coach?

The October edition of Education Leadership (2011) was dedicated to Coaching, and the articles were excellent. The article by Jim Knight (p.18-22) entitled What Good Coaches Do was particularly interesting because it succinctly explained what coaches can do, and how they can develop partnerships in order to better support teachers. When people are involved in a true partnership power is temporarily relinquished so that both parties are on an even footing. When teachers believe that they are in a partnership with their coach, then teachers will more eagerly embrace coaches and realize how much support coaches provide.

In the opening paragraph Knight wrote that people will not embrace learning with us (teachers) unless they're comfortable with us (p.18). He added that coaching is really about partnerships. His article is centered on two parts: the Seven Partnership Principles, and The Actions of Good Coaches.

The first principal is equality. Equality is about both parties being equals. They readily share ideas and make decisions together. Problems arise when the coach believes that he/she is smarter, or has more to offer than the teacher. When this happens, the teacher no longer feels a part of the dialogue. Rather the teacher feels that he/she is being spoken to, is looked down upon as being inferior.

The second principal is choice. As coaches and teachers work together, the teacher has to have an element of choice. We all learn in different ways and are interested in learning different things. When teachers believe that they have the ability to choose where they want support, then there is a higher likelihood that teachers will see coaches as partners and not evaluators.

The third principal is voice. Voice is a critical component of effective coaching. Teachers must have input and be able to make some choices regarding where they want to grow professionally. Teachers must feel free and safe to voice their opinions, fears, struggles, challenges, aspirations, and accomplishments. Failure to feel safe will result in the coach doing all the talking. The coach needs to listen to determine where the teachers are in order to support them as they are asked to change, implement new strategies, and to grow professionally.

The fourth principal is reflection. Reflection affords us the luxury of making informed decisions. If we want to grow professionally in any field, then we must reflect on what we currently do, how we teach, in order to make decisions about what we are doing well and where we can improve our craft. Effective coaches listen and help teachers reflect on their craft in order for them to grow professionally.

The fifth principal is dialogue. One part of dialogue is listening to the other person. The point of the dialogue is not to convince someone else to do something. Rather the goal is to have a conversation, to share ideas and to choose the best idea. When teachers feel that they are part of a dialogue where their voice is heard and respected, then there is a greater chance that they will accept suggestions, and try on new strategies and teaching practices.

The sixth principal is praxis. Knight writes that praxis is "the act of applying new knowledge and skills" (p. 20). When we reflect on new practices and make decisions about which ones we will try, we are engaged in praxis. When we learn something new and then we try it out we are engaged in praxis.

The last principal is reciprocity. Reciprocity is the outcome of a true partnership (p. 21). When we look at everyone around as learners and teachers then we all stand to learn more. We leave with more ideas and strategies then when we entered into the dialogue. Reflection, dialogue, and praxis increase the chances that we'll learn from our colleagues because we're engaged in work focused on real-life situations and we share ideas about that work (p. 21).

The second section of the article is about what good coaches do. It is about how good coaches act. Effective coaching has to be built on a partnership and what they do.

The first act of a good coach is to enroll teachers. When teachers are forced to work with coaches they often see this as punishment. Rather, teachers should see coaches as support for them, to help them grow professionally. When teachers see coaches in that capacity, then teachers will more willingly work with coaches and the relationship can be mutually satisfying. Teachers who value coaches see them as collaborators, and as someone to whom they can turn for help. Coaches also support with follow-up so that new initiatives can be properly implemented. Without the coaching piece, most professional learning will not transfer to classroom practices.

The next act of a good coach is to help teachers identify their goals. Without goals we do not know where we are going, and hence, we will not know when we get there. Effective coaches work with teachers to set goals in order to have different outcomes in their classrooms and/or with their colleagues. Coaches gather the necessary data with or for the teacher in order to study it and make informed decisions. Date could be around student behavior, student growth, teaching strategies, whatever area the teacher needs support and then goals are set using specific language that can be measured.

Good coaches also ask questions. They ask questions because 'they're more concerned with getting things right than being right' (p. 22). Coaches help teachers and give teachers support so that they can be the best teacher possible.

Another action that coaches do is to explain teaching practices in a precise manner. Coaches should not be ambiguous with explanations. Not only do they explain good practices, they also ask teachers to think about how they can adapt these practices to meet their teaching style and the learning styles of their students. One size does not fit all!

Lastly, coaches provide feedback. Feedback should be clear, and based on data collected by the teacher and/or the coach. The coach and teacher sit by side and discuss their interpretations of the data. Coaches must share their opinion and thoughts as difficult as that may be for some coaches.

Coaching is an important part of learning and teaching. The more that we understand about coaching the better at it we will become. Reflecting on these 7 Partnership Principles and The Actions of Good Coaches is a good way for coaches to think about what they do, in order for them to become better coaches.

Reference:

Knight, J. (2011). What good coaches do. Educational Leadership, 69(2) 18-22.