I’ve received a number of emails asking for tools that coaches can use to observe teachers.
‘How Coaching Works’
A 4-minute animated video on how the coaching process works.
‘How Do You Become a Coach?’
To answer the question of how one becomes a coach, we must identify what kind of coach it is that we want to become and what kinds of coaches we need in our schools.
Which Is Better: Coaching or a Chat Room?
I’m not offering advice today, at least not to coaches. Coaches already know the answer to this question that’s being asked by the Gates Foundation.
Reading Suggestions for Coaches
Here’s an email from a couple months ago that I’ve been meaning to respond to: I’m an instruction and curriculum coordinator in a large suburban district and I direct two dozen coaches. I was also a coach for many years. I’m looking for readings that I can give my new coaches–both from the field of
‘Coaching Is Harder Than I Thought’
A coach who asked to remain anonymous sent this email to me last week: “This is my first year coaching after 15 years in the classroom and I had no idea that coaching was this hard.”
Exploring Boundaries Between Coach and Coachee
A coach who wishes to remain anonymous emailed this question: I just took a position as an instructional coach at a large urban high school. I’ve never been a coach before and am new to this district. I’m excited about the work but am struggling with one aspect: many teachers have invited me to go
Coaching Towards Common Core State Standards
I’ve received many emails related to coaching towards the Common Core State Standards (CCSS). I’m going to address some by responding to Leah’s email in which she raises the challenge of coaching towards CCSS in a context of change and distrust. Please continue to email me with other coaching questions, related to CCSS or anything
When Teachers Show No Growth
Anyone ever felt like their coachees aren’t making the kind of growth you want to see? Read this email from a coach in San Diego, CA. I’ve been a math coach for 2 years. This year I work in a high school (I’ve never taught or coached in high school) and I’m stumped. I’m seeing
When Coaches Are Stretched Too Thin
A coach in Seattle writes the following: This is my first year as a literacy coach in a large elementary school. I’m being asked to do all kinds of jobs that have nothing to do with coaching including doing lunch supervision, putting up bulletin boards, translating and testing coordination! The hours I have for coaching