When my husband and I rented the movie Slumdog Millionaire, I hid my eyes frequently during the first 30 minutes. Completely unprepared for the on-screen violence, I asked Kurt to nudge me when the torture sequences were over. In particular, there is a scene where two criminals cover a young orphan boy’s mouth with a rag soaked in an ether-like substance. I knew something terrible was about to happen.
I paused the film and told my husband, “I know this movie won awards, but I can’t handle this.” He agreed about the intensity, and we turned it off.
The next night my friend Beth, who happens to be a life coach, was over for dinner. I told her how hard the first half hour of the movie had been and said, “Tell me a reason to keep watching.”
“Actually, what happens after that scene is where the movie shifts completely and gives you the first breath of hope,” she said. “Do you want me to tell you what happens to the boy?” I nodded and listened. After she left, we were able to finish watching the movie, and I understood why it came highly recommended. I was happy I had hung in there.
What does this have to do with coaching? Well, I needed a lifeline. I needed someone who had seen and heard what I hadn’t to let me know what to expect, to let me know there was hope ahead. I needed someone who listened and said, “The first 30 minutes were hard for me too.” Beth wasn’t a Slumdog Millionaire expert, but she knew enough to move me forward.
In the same way, I’m not an expert in the classrooms I enter, but I often know enough to help a teacher move forward. As an instructional coach, I’ve worked with first-year teachers, a 32-year veteran, and teachers in many stages in between. Some teachers seem instantly comfortable with the coaching arrangement, whereas others (because of apprehension, misinformation, or just being new to the process) need to learn “how to use a coach” to their advantage.
Purpose
One of the questions I often ask in my initial meeting with a teacher is “What do you already know about coaching?” Our principals have been wonderful about promoting coaching, but even some of the best-intentioned have said to their teachers, “So if you have any problems, we’ll get you connected with a coach.” It’s true we love to problem-solve with teachers, but you don’t have to be in a slump to benefit from working with a coach.
Tracy Gregorius, a seasoned primary teacher, shared about her experience being coached, “The misconception that I had before beginning our work is that teachers need the coaching because they are struggling in an area of their instruction. I also didn’t think that coaching would involve modeling lessons if I wished. In the past, other teachers coming in to teach your students was a sign of being not so good at your job.”
A good instructional coach will share the purpose of coaching and the district’s vision for teacher collaboration. Teachers tell me they are relieved when I share the purpose of coaching and restate many times and in many ways, “We believe that all teachers deserve coaches.”
Before coaching, Paul Johnson, a fourth-grade teacher, had a concept of more directed coaching: “I guess I expected that I would just be told how to do things instead of actually being able to watch and collaborate to build a series of lessons.”
Leah Workman, a second-year teacher, echoed that idea: “When my coach first came in, I was anticipating that she would assess and let me know what I needed to work on. Instead we talked about my frustrations and put together a plan of action around my concerns, not hers. The coaching model was very much teacher-led.”
Model
Once we have the purpose and vision established, we can get more specific: What does coaching look like? Does the coach observe? In the front of the room or back? Does he or she take notes by hand or on a computer? Will the teacher see those notes? What kind of feedback does a coach give? Is the coach open to modeling lessons? What kind? What does the teacher do during the lessons? What about co-teaching? Does the coach determine the focus ahead of time or does the teacher, or is it some combination of the two?
After we discuss why I observe, I often get this question: “What if my lesson bombs?” I respond, “Then I will recognize myself in you, because I have had many lessons bomb. In fact, that’s why I’m a coach—because I’ve been there and had to figure out what’s next. Plus, I may have something not go so well when I’m teaching, too, and I need permission for that to be okay.” We talk about how when students aren’t showing evidence of what we thought they knew or what we thought they could do, it just gives us information about what we need to think about for tomorrow. Coaching is a continuous process.
Confidentiality
At the risk of sounding like a health teacher during a puberty talk, it is “perfectly normal” for teachers to worry about being judged. In fact, I haven’t worked with a teacher yet who hasn’t mentioned it at some point in our coaching cycle. Teaching is personal. We share who we are through our teaching, and some of us have had very little outside feedback about this dance we do each day with our students.
Leah Workman was open to the work, but still feeling hesitant: “When I was approached to work with a coach, I had two thoughts. The first was That sounds comforting since it’s my first year without an adviser or mentor. The second was I don’t want to be judged. I was concerned before the first meeting because inviting someone back in to observe me seemed like I was taking steps backward.”
Becky Lee, an experienced teacher, concurred. “At first it is intimidating to have another professional come to your room. You don’t want to be judged, and it brings up all your old insecurities about what you’re doing that isn’t good enough. Although you know the person is coming in to support you and serve as another set of eyes, you can’t help but feel a little trepidation. Is it ‘safe’ to show this person what I don’t know?”
I still remember a very traditional teacher who had agreed to work with me saying, “How do I know, even with your pledge of confidentiality, that you won’t go tell my principal or your colleagues about how ‘old school’ I am and how much I need a new set of batteries?”
I smiled and said, “Because you’ve been around long enough to know that if I did that, the rumor mill in this district is so swift it would get back to you and you would tell everyone, ‘Don’t ever work with that coach’ and my job would be over.” She returned my smile and said, “You’re right. Let’s get to work.”
If being part of coaching is optional for you, it is absolutely acceptable to ask a coach for a reference. Several teachers admitted to me that they didn’t return my phone call or email before checking with another teacher they knew I’d worked with to make sure it was worth their time. I’m not offended by that; it’s called being smart.
Clarity
Finally, the teachers who have put me to work most efficiently spent time thinking about what they wanted to get out of coaching. They have clarity around their curiosity.
In our first meeting I would hear, “I’m worried about the amount of teacher talk I’m doing. Can you give me feedback on it as you observe?” or “Because two-thirds of my students are boys, I’m concerned that the girls never volunteer and always wait to be called on. I’d like your perspective on that,” or “The class as a whole is great, but I don’t seem to be able to motivate Andrea, Byron, and Cheri, and I want new ideas.”
As educators, we sometimes proceed with a mile-wide focus, when what we really need are small steps to go deep. Still, if a teacher is unsure what small steps he or she could be making, that will become clear through the work. I appreciate teachers who say, “I’m unclear on what I want to work on; I just know I’m willing to do the work.” Having clarity around a lack of clarity is good information, too.
I sometimes joke that the initial meeting can feel a little intimidating, like being the new kid on the playground and walking up to a peer, saying, “Do you want to play?” The teacher and I ask questions and offer our stories to build a connection. It’s all about relationships, and coaching is no different. The opening conversations take place in library corners, at kidney-shaped reading tables piled high, or even at coffee shops. When we begin by taking time to discuss purpose, the model, confidentiality, and clarity, the foundations are strong for our work together.
Recapping: Four Things to Consider
1. Ask about the purpose of coaching. If it’s not stated or printed, ask, “What does the district/principal envision as the goal of coaching?”
2. Ask about the model. If the coach doesn’t walk you through what it can look like, ask for specifics.
3. Share your concerns openly and ask about confidentiality. It’s perfectly normal to wonder what’s in it for you and your students. Also, I am secretly thrilled when teachers ask for this information, because it lets me off the hook and gives someone else the opportunity to talk about what coaching has meant to him or her.
4. Get clarity on your curiosity. You’ve been given a gift of another set of eyes, ears, and hands. Think about how your students can benefit most from this opportunity.
There are additional practical pieces that help a coach get to know you and your class, like having a copy of your class list available along with your social contract and schedule.
Finally, I would contend that just as “one size does not fit all” in teaching, the same is true for coaching. An instructional coach is not an expert on your teaching or your students; he or she strives to use observation, feedback, research in best practice, and reflection to walk with you on this journey of improving student learning.
As Tracy Gregorius puts it so well, “As teachers every summer we say, ‘Next year I’m going to . . .’ and September rolls around and we hit the ground running. Often we never go back to those thoughts or changes we wanted to make in our instruction. Having a coach work with you can make those ‘summer wishes’ become a reality in your classroom.”
Note: A special thank-you to Tracy Gregorius, Paul Johnson, Becky Lee, and Leah Workman, my fabulous North Thurston colleagues who not only opened up their classroom doors, but took the time to share their stories.
