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A head start on the magazine’s theme

By Learning Forward
February 2015
Teachers’ Coaching Preferences When executed well, the value of professional development formats like coaching and collaboration can be substantial. And teachers in strong collaborative environments see significant benefits in their day-to-day work. But the way these formats are offered in many places falls short of the ideal and leaves many teachers unsatisfied. Teachers express strong preferences for coaching program design. Rank Attributes of ideal coaching experience 1 My coach knows what it’s like to be in my shoes. 2 My coach is an expert in my subject area. 3 Coaching sessions give me specific actions I can try in my classroom immediately. 4 My coach is well-trained at providing feedback. 5 My coach is not the same person who does my evaluation. Teachers express concerns

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Powerful Words

“The ingredients for successful coaching are neither magic nor mysterious. They are essentially the same ingredients included in nearly all effective school reform efforts: strong leadership, a clear focus and goals, essential resources, well-prepared staff, ongoing measures of assuring and monitoring progress, and rigorous evaluations.”

Source: Killion, J., Harrison, C., Bryan, C.,
& Clifton, H. (2012). Coaching matters (p. vii).
Oxford, OH: Learning Forward.

Mindsets Matter

“How people think about change influences how they approach it. This is true for coaches and teachers. A coach’s mindset influences the coach’s ability to support teachers. Coaches with a mindset of appreciation, inquiry, and assets will have safe and constructive relationships with their colleagues.

“When a coach’s mindset is limited by judgment and focused on the gap between the ideal and current practice, the coach will have a more difficult time acknowledging teachers’ small successes, may not value progress over time, and may not have the patience and perseverance to help teachers become independent with the new practices. These coaches may be more directive, neglect to listen to individual needs or concerns, and fail to provide appropriate support.”

Source: Killion, J., Harrison, C., Bryan, C., & Clifton, H. (2012). Coaching matters (p. 80). Oxford, OH: Learning Forward.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

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