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How do I coach peers who have more experience than I do?

Vol. 38 No. 1

I’ve recently become a high school instructional coach supporting teachers who used to be my peers, and some of them have significantly more teaching experience than I do. It is now my responsibility to facilitate a couple of weekly subject-oriented professional learning communities (PLCs), observe teachers within specific subject areas, and offer individual follow-up and support to teachers as they develop new lessons and implement a new curriculum program. I’ve already encountered some resistance that I perceive to be based on my experience relative to these teachers. What are some strategies for building my credibility with my former peers and creating supportive relationships so that we can all do well in our roles? Transitioning into a new role that changes the relationship from peer to

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Authors

Michelle King

Each issue, we ask a learning professional to answer your professional learning questions. This month’s response comes from Michelle King, associate director of communities at Learning Forward.

Learning professionals: We want to hear from you!

The “Ask” column is a way to open a dialogue with learning leaders about the issues you face daily. No topic is too broad or narrow. Whether you are struggling to establish a principal pipeline in a rural county or wondering how to find a literacy coach for your school, we’d like to discuss your concerns.

Send your questions to ask@learningforward.org. Take as many words as you need to explain your question(s) — understanding that we may edit them for length or clarity.

We look forward to hearing from you.