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

The Important Practice of Self-Reflection....

“By three methods we may learn wisdom: 

first, by reflection, which is noblest; 

second, by imitation, which is easiest; and 

third, by experience, which is the most bitter.” ~ Confucius

As we come to an end for the 2014-2015 school year, we pause and reflect on the past accomplishments and defeats. We revisit and make self-recommendations to do better and to be better.

Reflection is a skill that must be taught. To reach a place of inner growth we must attain personal clarity through reflection. 

Don’t get distracted…keep with it….the benefits outweigh the effort.

• Get in the right state of mind and environment
• Ask the right questions
• Be 100% truthful
• Attain clarity: Analyze the situation by writing and coming to a solution
• Make a decision and commit to it

It is hard to look find those things that keep us from being the best us. But this is a process of bringing inner road-blocks or wishes to the light are one of the most important things to do for personal inner growth. It’s one of the best ways to attain clarity and by that immense power.

One Word...

Jon Gordon had written a wonderful book called One Word. In this book, he describes have one word that guides your life; one word that expresses who you are and who you strive to be.

Jon Gordon

Our team was tasked with giving "one word" that describes ourselves, something that drives us. I pondered this questions for a few days. Each time I thought  this is it, the word just didn't say enough. Jon Gordon states,  "The simple power of One Word is that it impacts all six dimensions of your life – mental, physical, emotional, relational, spiritual, and financial. "

Finally I found the word that describes the word that influences each aspect of my life; the one word that describes what I strive for "QUALITY". 

Mental:  Each task that I am given I try to complete with organization and thoroughness. I must be devoted to the task at hand.

Physical:  Don't think you must be strong to be physical, but you must try your best and give your all.

Emotional: I must be "all in" to be emotional vested. I must  be willing to bring my heart and soul.

Relational:  Every conversation I have or connection I make I try to give my undivided attention to that person. I want them to know at that moment this is what matters.

Spiritual: I make time for those spiritual moments. To be truly reflective, my thoughts and mind must be in that moment.

Financial: For must this is the easiest, the least involvement. However, to show financial quality I must be willing to sacrifice. 

"QUALITY" doesn't mean you know it all, but it means you will give your best at all times.

graphic from Residential Care

Spring Time...Testing Time

As the weather starts to thaw, schools are faced with the inevitable round of spring testing. And the conversation of test taking comes to the forefront of the educational scene.

What have the students learned? How much have the teachers taught them? Are they prepared to move on?

Whatever our personal opinion on high stakes testing is, we s educational professionals must do our due diligence in preparing students to succeed on whatever test they may be taking.

New Year...New Classroom

With the tradition of beginning the new year with  personal resolutions, why not consider making professional resolutions?

The beginning of the new year hold the opportunity to make changes in your classroom or school...why should you wait?

You have spent the first semester of the school year getting to know your students, what deficiencies they have and where they soar. The second semester of the year is a great time to put into place all the new learning you have gained.

So use this opportunity wisely...

Make the necessary changes to improve.

Gratitude

This year it has been a new requirement for administration to have “conversations” with teachers. What an odd request? We talk all the time. But these conversations were different. It has been an opportunity to pause the craziness and talk. Even though we have an objective to meet, these conversations have opened up so much more.

For me it has been an opportunity to ask questions, and to listen; to see where I can help and to show my teachers how much I appreciate them. Jon Gordon states in his newsletter this week, “Gratitude and appreciation are also essential for a healthy work environment. A simple thank you and a show of appreciation can make all the difference.”

For all the teachers out there:

MLBlogs Network

To Assess or Not to Assess

According to Edutopia, when assessing educators should:

"Look beyond high-stakes testing to learn about different ways of assessing the full range of student ability -- social, emotional, and academic achievement."

In today's education system looking beyond high-stakes testing may not always be an option so educator's must be creative keeping in mind the social, emotional and academic achievement of the student and how those interact together.

Gone are the days of "end of the week" testing. Educators must assess for learning, as learning and of learning at various times to get a complete picture of the student's ability.

NSW syllabuses for the Australian curriculum

Each of these assessments has a place in the learning process. But quality learning cannot take place with out revision after assessment. Reflection by the teacher, and reflection by the learner must take place so that lessons can be improved or learning can continue.