Many discussions around instructional coaching focus on the strategies coaches use to develop their teachers as practitioners in order improve student data and outcomes. When I tell educators that I am an instructional coach they ask me structural questions about the systems I have set up in school rather than value questions around why instructional coaching matters. It seems that everyone wants to know how to create a system and not about what makes the system operate. Questions arise such as: How does the master schedule support coaching? What does an effective coaching cycle look like for teachers? Should a coach spend their time consulting or crafting questions to elicit a response rather than give answers? All of these question matter and are certainly the foundation of a strong coaching system but none of them will translate to a create culture of coaching or sustained teacher growth if there is not a deep willingness for both the coach and the teacher to be vulnerable wi...
Dad, dean and doctoral student trying to figure out what I believe about education by reading, watching and listening. These are some thoughts and resources that hopefully help others on their journey as an educator.