Coaching Conversation: the Next Tool for a Principal

As principals there is always something new for us to do: a new form to use, a new program to implement, or a new system to carry out. Finally there is something on the horizon that administration can get excited about. Because the role of the principal is more encompassing, coaching has now become a part of our repertoire.  For many this is a return to why we started down this administration path. 

The primary role of the coach is to ask questions that are open-ended and promote cognition. Listening, probing for deeper meaning, and being non-judgmental are critical skills. Good coaching is built on a foundation of trust. It occurs when the coach creates a open, respectful and inviting setting.

Coaching cannot be forced. Good coaches share several traits. They . . .

• Enroll Teachers – Coaching cannot be see as punishment or as a requirement. Good coaches create a setting that welcomes teachers and in which teachers choose to participate.

• Identify Teacher Goals – A top-down approach rarely works. Good coaches help teachers identify goals for their work and support the teacher’s efforts to improve.

• Listen – Perhaps no other skill is as important as the ability to listen intently to those being coached. Good coaches create a setting where teachers feel comfortable, can be candid without fear of retribution, and are curious and inquisitive.

• Ask thoughtful Questions – Good coaches ask thoughtful, open-ended questions that promote reflection. They are interested in promoting teacher cognition rather than providing answers.

• Provide Feedback – Good coaches don’t provide feedback in the traditional sense. They don’t tell teachers what to do. But they are comfortable using data from an observation, or comments made by the teacher, to provide feedback. All feedback is precise and non-judgmental. Good coaches are always open to the teacher’s point-of-view. (Knight, 2011)

Coaching can be one of the most rewarding learning opportunities for both participants. So educational leaders: take this opportunity to reconnect with one of the reasons why we became administration….helping teachers grow. 

Change