Communicate with Teachers Effectively to Personalize Support

Focus Area: Instructional Coaching
Audience:

CInstructional Coaches, LLeaders

Pathway: Understanding

Available Now

From the Designer

“This series is designed to support coaches of any range of experience with shared spaces with peers to reflect on their craft and identify ways to make their support more student centered and more efficient and replicable. The design focuses on key ideas and mindsets of transformational coaching such as the importance of role, cyclical conversation, and relationships.”  – Daniel Guerrero, Learning Designer

Overview

Instructional coaching is increasingly recognized in education as the most effective form of on-the-job, relevant support available to teachers. The primary purpose of an instructional coach is to build instructional capacity in teachers. In order to do that, great instructional coaches use a student-focused lens to provide a continuous improvement system for teachers via goal-setting, formal and informal observation, feedback, reflection, and collaborative action planning. By supporting teachers to reflect on and improve their teaching, effective coaches can change teacher practice, improve student achievement, build teachers’ content knowledge and content-specific skills, and help facilitate whole-school improvement initiatives.  In this 3 part series, we will delve into supporting instructional coaches to articulate this role for themselves, and for stakeholders.

Audience

These workshops are designed to support technology coaches, instructional coaches, and school leaders who are doing coaching with an opportunity to build shared language and goals around their role.

Specifications

  • 3 sessions, each 2 hours
  • Sessions may be separated from the series and combined with other offerings, but are designed to be ideally deployed as a consecutive series with some time between sessions
  • Participants will need a camera, microphone, and a Zoom-enabled device

Learning Experience

Session C: Communicate with Teachers Effectively to Personalize Support

Define

  • Participants will define key communications and moments that may be a part of their cycles: email, shared meeting, common planning, professional development, and 1:1 coaching sessions, among others.

Explore

  • We will explore a variety of example artifacts from coaches, and discuss ways to ensure that these communications and supports are consistent and adaptive to needs
  • We will role play to problem solve common challenges that may arise in the coaching relationship

Build

  • In this final section of the series, participants will return to their role and articulate it for their teachers in a communication to set expectations around their coaching cycle and instructional vision