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The parallels between "What Coaching Is and Isn't" and "Principals of Adult Learning" are safety, collaboration, reflection and tailored to support adult learners. Something I found interesting was the parallel for all learners in the adult learning principals, regardless of age. Coaching is flexible and tailored directly to the learner, much like an IEP, so this aligns closely with my teaching position as well.

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Adults want to be involved not told what to do. In order to have good outcomes people need to be seen and heard when dealing with a problems. Coaching is the same way. I can't show or tell someone how to do their job, it has to be a learning process between coach and mentee. You have to understand each other's context, hear their thoughts, let them think for themselves.

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Just as with students, coaches need a connection with their new teacher beyond the CSTPs, SMARTE goal, and the completion of their ILP. Coaches must be flexible and not take a one-size fits all approach to be effective.

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Adults need to have their experience honored, need to know why they need to learn something, and need agency in the topic at hand. Coaching is similar, it honors someone's experience and history, it scaffolds new lessons based on their interests/ needs / capacity.They also need the opportunity to shape their work and lessons, so it is meaningful and creates buy in. and therefor real change.

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What coaching is and isn't and Adult learning

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What coaching is and isn't and Adult learning

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All of our coaching experiences as mentors will be with adults. As teacher leaders we also have many opportunities to add to the conversation at our school sites. These opportunities can be used to be the loudest voice, but can also be used to bring peers in and help elevate their voices and build connection.

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Coaching adults seems to be a two-way process of polishing the best practices for both parties: a coach and adult mentees. Having agency helps adult learners to contribute their existing skills and life experiences into learning. Collaboration, reflection, and outcomes of learning occurs when a coach can create safe environment and hold learners accountable.

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Coaching, when done well, is essentially the application of adult learning principles to professional growth. It creates safety, honors experience, clarifies purpose, gives choice, provides practice, solves real problems, and taps motivation.

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Both the first and second module touch on the fact that coaching should target shared goals. Having a teacher or a teaching team identify some critical questions that they have or specific things they want to implement is the key to successful coaching. In a successful coaching/teacher leader role, those in the space should feel like what they are trying to figure out can be figured out together in that space. Many of the problems that arise in classrooms are shared issues across classrooms and using carved out coaching time can provide the space for people to figure out solutions.

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Coaches wear many caps, but what is required or expected vs what is or shouldn't be expect. Over time, I think coaches start defining coaching in their own way. With more and more experiences that build into their coaching title, they pick and choose what to prioritize as a coach and what they believe molds the student best. The definition of coaching is adaptable and that's what is great about the role.

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Both are closely connected through their focus on empowering the learner. Both recognize that adults bring valuable experiences, need a sense of ownership, and are motivated by relevant, practical goals. Coaching, like adult learning, is not about directing or correcting but about facilitating reflection, growth, and problem-solving. In both, the role of the coach or educator is to create a respectful, supportive environment where learners are encouraged to take an active role in their own development.

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The connection I see is in wanting to learn - it's a principle of adult learning and also all throughout what coaching is through promoting growth in teaching practice, reflection, and facilitative of adult learning. Coaching and Adult learning go together for both. The learning starts with the teacher and coach and then to the students.

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Being an effective coach requires the coach to constantly be aware of the adult learning principles. We have to observe and listen to where our mentee is while also facilitating their learning by gaining trust, respecting their life experiences, fully involving them in the learning and keeping in mind the "problem," which is that we want to improve student learning .

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The two are directly related to ensure positive outcomes and progress towards goals.

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Understanding the difference between pedagogy and andragogy is vital. Adults come to learning with extensive life experiences. Adults know what they want to learn and do best when someone is able to act like a guide on the side (not a sage on the stage) for their learning. Allowing our teachers to take the lead on what they want to work on and learn will increase their engagement.

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Having agency is powerful, and it can lead to the collaboration and reflection for adults in learning spaces. Looking at the scenarios was helpful because I can picture both of those with the adults I coach. No one wants to reinvent wheels or do unnecessary tasks for things that already work for some teachers- more important to coach into using them well for teaching. Also, the second scenario presented the group feeling safe enough to contribute their ideas and have input to solve their problem of inefficient planning time.

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In order for the "coaching is" items to happen, such as collaboration, reflection, and growth, there must be a foundation of trust and safety. This is similar to teaching young people. Adults and young people don't learn well if we don't have trust in the people we are learning with and don't have agency in the process, acknowledgment of our previous learning histories, and knowledge of where the learning process is going (the why).

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Reflection comes in both conversation and collaboration. While the mentor may guide the mentee with situational and scenarios, both can reflect on teaching styles and learn from each other's experiences. When we share ideas we can also adopt or just take small part/baby steps and try them with our classes. Ultimately, we are continuously learning better teaching through each other.

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Reflection: Coaching & Adult Learning Principles

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Reflection: Coaching & Adult Learning Principles

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Adults like to have agency over their learning and a facilitative coaching style allows an adult mentee to have control of and input into what they learn, how they learn it, and how they apply that learning because they've identified their own strengths and goals. Coaching is not being the expert all of the time and dictating the what, why, and how. Adults have life experiences that they bring with them and coaching adults should consistently reflect this. This is the collaboration part of the coaching and mentee relationship. Adults also tend to have a " problem centered orientation to learning." Effective coaching is very goal-oriented using SMARTE goals. This gives the mentee clarity as to what the goal is and how it will be achieved. The overarching connection between adult learning principles and effective coaching is that the coach create a safe learning environment so that all of these aspects can exist.

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🚶🏽‍➡️Start with walking so we can crawl 🚼 

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🚶🏽‍➡️Start with walking so we can crawl 🚼 

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It helps adults to know the end goal of whatever learning trajectory they're engaging in: the why, the potential results, and the what.

The way this sometimes shows up in coaching is that we start with lofty goals, co-written with the teacher, which lead to the "how" of learning—perhaps we want to co-teach a class, observe other teachers, or read some examples of how to roll out a new strategy, but none of those things would be useful without having a big question or reason for trying them.

This aligns both to the principles of andragogy (having a problem-centered orientation and needing to know why they are learning something) and to the principles of coaching (that the process is facilitative and reflective and not prescriptive and directive).

Sometimes we do need baby steps to meet that big goal, but just like when we plan for students, we need to start with the end in mind. Sometimes, we walk before we crawl.

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Coaching new teachers is a form of adult learning. A mentee needs to feel safe with their coach and we hope all mentees want to learn. Both coaching and adult learning are about collaboration. In an adult learning environment, adults are bringing their previous learning experiences and sharing with the group what they know. Coaches and mentees come from different backgrounds with different experiences and histories as well and coaches need to keep this in mind when working with their mentees so it is a collaborative learning environment.

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Reflection is a powerful tool for making the learning "stick." When you reflect on something you have learned or how you have implemented something you have learned, your ability to make and sustain positive changes to your teaching practice improves.

Also as a coach you want the teacher you are collaborating with to develop their skills in identifying their areas of strength and areas for growth. Supporting the teaching you are collaborating with in self-reflection helps them grow their own abilities to engaging in growth and improvement independently.

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In teaching kids and adults, having agency and being recognized for your efforts is important. Teachers are often overwhelmed already, so requiring teachers to re-do systems without their input only causes more stress.

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It is important to keep adult learning principles in mind when coaching. As teachers, we are often used to be in charge of many and can operate unconsciously from that standpoint. This can feel alienating and disempowering for an adult learner who will be better served through teaching them things through a collaborative process.

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I see significant connections in 'What Coaching is and isn't' and 'Principals of Adult Learning.' Both need to be collaborative. This leads to a positive approach towards changing old practices, while respecting them at the same time.

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Coaching is facilitative of adult learning and addresses behaviors, beliefs and ways of being. This matches the principles of adult learning that say that adults want agency in their learning, and need to know why they need to learn something. These two ideas go nicely together!

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Something that I have learned over the years is that Leadership is not a title or a position but rather an action that you practice. Our actions should be focused on helping ourselves and others realize what they want to improve on and how that will benefit not only themselves but the others we can impact (our students and families). The collaborative nature of coaching means that the goals do not come from the "top" down, but rather are generated by the persons involved in the growth. - Jonathan Lee

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It has been rewarding to witness the powerful role reflection has played in the induction process. Adults learners bring wisdom and sensitivity that they may not be consciously aware of, that is... until they reread the continuum and see the progress they have made! So inspiring to observe and just one reason coaching has the power to be an agent for growth.

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If anyone(kids or adults) don't feel agency, relevance, or importance, then it is very hard for them to see why they should put in the work, attention, and time. In creating collaborative teams, we need to build communiuty and focus on our shared visions and values.

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Overlap between what coaching isn't: telling people what to do or based on goals set by a coach...adults need agency in learning! C. McCormack

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One of the Adult Learning Principals is having agency this is why coaching should be collaborative so both people feel like they have a role and a voice in the coaching sessions.

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One of the Adult Learning Principals is that adults must feel safe to learn. That is why coaching should NOT be evaluative. If one feels they are being evaluated or judged   the coaching relationship is not a safe space to learn and grow.