Teacher leader effectively plans and implements a full instructional coaching cycle with a teacher.
Effective coaching starts with developing and maintaining a strong and trusting relationship with the teacher you are coaching. The following skills are fundamental and must be practiced and honed by the coach before coaching can begin:
Please see the “Fostering a Collaborative Learning Culture” micro-credential for details on how to demonstrate and earn this prerequisite competency.
Once you have begun establishing a strong relationship with the teacher you will coach, role-play a conversation to practice your readiness to initiate the coaching cycle:
Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand how the “art of coaching” can be characterized as structured improvisation and how experience is crucial to structuring coaching practice. Drawing on experiences from the educational field, we examine how coach education and continuing professional development can utilize mentoring and critical reflection to situate learning in the practical experience of coaching.
Teacher mentoring programs have increased dramatically since the early 1980s as a vehicle to support and retain novice teachers. However, researchers and facilitators of mentoring programs are recognizing that mentors also derive substantial benefits from the mentoring experience. This digest examines research on how mentoring contributes to the ongoing professional development of experienced teachers. Benefits to mentors include improved professional competency, increased reflective practice, teacher renewal, enhanced self-esteem, improved teacher collaboration, and development of teacher leadership.
Literacy coaches inspire teacher reflection and promote a culture of ongoing professional learning. This article illustrates the role of literacy coaches, describes how coaches differentiate support for a diverse group of teachers, and explains how teacher reflection can be a catalyst for change and professional growth. The authors suggest tools coaches can use to differentiate within the practice and describe how they used daybooks, surveys, and videotaping to foster teacher reflection. Furthermore, the authors examine how an awareness of reflection occurs during differentiated coaching.
Reflective practice can be beneficial to preservice and inservice teacher professional development. Reflective practice has been defined in terms of action research. Coaching and peer involvement are two aspects of reflective practice seen most often at the preservice level. At the inservice level, critical reflection upon experience and serving as a coach or mentor to peers are effective techniques for professional development. There are many successful techniques for investing teaching practice with reflection. These include action research and portfolio development. The primary benefits of reflective practice for teachers is a deeper understanding of their own teaching style and, ultimately, greater effectiveness as teachers. Other specific benefits include the validation of a teacher’s ideals, beneficial challenges to tradition, and respect for diversity in applying theory to classroom practice.
In the present study, the role of five categories of characteristics of a reciprocal peer coaching context was studied in relation to teacher learning. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy reciprocal peer coaching environment.
To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2.
Please describe the instructional coaching cycle you planned and implemented with a teacher. You may include:
Please submit several artifacts that were created during the coaching cycle (such as links to writing, audio, images, video, or other products) including such items as:
Provide a reflection on what you learned using the following questions as guidance:
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)