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This reading came at an interesting time for me because I literally just had a conversation about coaching with the person who oversees our K-12 curriculum and she actually emphasized the importance of emotional intelligence in this role. She said teachers’ egos can be very fragile because we all work very hard and want the best for our kids, and sometimes our data doesn’t match our efforts. In my district, coaching is sometimes looked at as a punishment for a bad observation. I think this can be very counter-productive.  Sydney highlighted the quote, “trust defines a coaching relationship” and I really think this process is the foundation for a successful coaching experience. In my former district, I had a coach who was very good at making herself available as a support in a low-pressure manner. It was almost like a coteaching method and she made me feel comfortable to ask a lot of questions. I wasn’t fearful to vocalize my weaknesses because I knew I would be supported. She also helped me identify my own strengths. Her positive reinforcement of my ability to differentiate for struggling readers (which I learned mostly from her!) actually led me in the direction of reading intervention. Even in separate districts, I still seek her advice and we still collaborate from time to time. That is the kind of coach I aim to be - one who is extremely approachable and knowledgeable. I think emotional intelligence is something innate in a person to a certain degree, but to emphasize Don’s point, I think this skillset is something that takes time and experience to truly develop. 

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This reading came at an interesting time for me because I literally just had a conversation about coaching with the person who oversees our K-12 curriculum and she actually emphasized the importance of emotional intelligence in this role. She said teachers’ egos can be very fragile because we all work very hard and want the best for our kids, and sometimes our data doesn’t match our efforts. In my district, coaching is sometimes looked at as a punishment for a bad observation. I think this can be very counter-productive.  Sydney highlighted the quote, “trust defines a coaching relationship” and I really think this process is the foundation for a successful coaching experience. In my former district, I had a coach who was very good at making herself available as a support in a low-pressure manner. It was almost like a coteaching method and she made me feel comfortable to ask a lot of questions. I wasn’t fearful to vocalize my weaknesses because I knew I would be supported. She also helped me identify my own strengths. Her positive reinforcement of my ability to differentiate for struggling readers (which I learned mostly from her!) actually led me in the direction of reading intervention. Even in separate districts, I still seek her advice and we still collaborate from time to time. That is the kind of coach I aim to be - one who is extremely approachable and knowledgeable. I think emotional intelligence is something innate in a person to a certain degree, but to emphasize Don’s point, I think this skillset is something that takes time and experience to truly develop. 

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Jess DeFord

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Kathryn Fox: I agree with Rob that rapport is the most important aspect of coaching. If there is no rapport, like Aguilar mentioned with the coach who was given busy work from teachers, instead of treated as a coach, then it is impossible to achieve growth. Coaching can be effective in that it allows educators to continue to improve behaviors and beliefs. A coach should have the best interests of the educator and student in mind. The idea of systems thinking is something that is essential to successful coaching as it requires thinking that acknowledges patterns instead of seeing things in isolated events - this is especially helpful for figuring out what the student's specific needs are. Reading about transformational coaching has changed my vision because I realized that not only do the student and teacher need to be open to growth and change, but the coach must also be willing to grow and adapt with every situation as well. Ultimately, my vision is to support educators and students to achieve set goals in the most effective way possible, understanding that transformation takes time.

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Dale Kinsman: Everyone who is apart of the school community that works for the greater good for the student needs to be supported in one way or another. I believe that all members of the school community want to be heard in different capacities. When something is working for them, they want to be heard and be appreciated for that. The coach can help them build upon and expand what is working for them. I also believe that everyone has a struggle that wants to be heard. The struggle may come out as a complaint, but it is their way of asking for help. The coach can be there to help them step in the right direction by supporting the client in deciding who they want to be in the school environment and/or what they want to change in the school environment in order to be more present for students. In terms of the client’s struggles, the idea is for the coach to aide the client to explore the root causes of why a certain outcome is occurring and how to change it into a positive outcome. Knowing what needs change and creating attempts to make the change will cause change to happen-just not overnight.

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Kate, I couldn’t agree more. In Aguilar’s “Transformational Coaching Manifesto” Number 2 and Number 3 jumped out at me too. Number 2 is about meeting people where they are, which I believe is critical. Everyone is somewhere and it’s not our place as coaches to judge where they are, but rather exercise compassion and support in order to help our clients create positive changes. Number 3 is about trust. Aguilar says, “Trust defines a coaching relationship.” I agree Kate, without trust, clients will never open up about where they need support. Building a trusting relationship with a client is the first step towards effective coaching.

I also think transformational coaching is only possible when both coach and client engage in the process of transforming. Not only should the coach be giving feedback to the teacher, but the teacher should also be giving feedback to the coach. In order to get to a place where both coach and client are communicating and reflecting together, a trusting relationship must first be established. With that being said, Rob, I agree that rapport and trust are two of the most important aspects of coaching.

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As long as I could remember, I wanted nothing more in life than to be a parent and teach others.  Early on in my career (about four decades ago), I realized I needed to use both of these roles and also wear many other hats (cheerleader, coach, leader, scientist, friend, scheduler, mentor, basic needs, community liaison for families, translator, host, job coach for families, grant writer, inventor) in order to be an effective teacher.

I feel like I’ve been on an educational merry-go-round with a cyclone of educational laws, parent pressures,  mandated testing, influx of curriculum changes and teacher standards, run-down schools, health issues, failing schools and students, high absenteeism of staff and students, influx of ELL students, special education mandates and servicing, increased student incarcerations and violence, depleted budgets, fewer materials and increased stress.   Some teachers hang on, not just for the ride but to shape the future.

Since I believe all teachers and students can become successful, I am eager to become the coach who peers through “The Lens of  Emotional Intelligence” as Eleanor Aguilar explained on page 59  in her book, The Art of Coaching, (Jossey-Bass, 2013).  As a coach using my lenses, I can easily track one’s emotional intelligence:  I make a sharp assessment of someone’s confidence, their awareness of their unique talents, and their relationships (socially and within their community). I am ultimately looking at a problem with my colleague and creating the opportunity to inspire them with my respect, trust,  and my desire to work with them on their concerns.  This coaching works for both students and colleagues.  If you can ask the right questions, based on a person’s answers, a listening coach can give support, shift the problem and drive success in learning based on the indicators and one’s desire for change.

Students and teachers are facing extraordinary struggles in schools everywhere, which impact learning.  I refuse to close my door to the chaos nor walk away.  I decided to do what I love because I love what I do.

As a water safety instructor, I coach swimmers caught in a riptide to survive.  They’re being pulled out to sea.  As a coach, I remind them “remain calm, get help, wait it out (float) and plan as a strategy to ride with the current to shore (parallel or diagonal).  I am here to become this coach in the arena of the school.

I am eager to read the next chapter so I can understand how to develop a safer and more trusting approach to help both the staff and administration meet the eye to eye, use my new spectacles as I try to help our school be a that successful and fun place to learn.

Perhaps the merry go round in education never stops, but at least it will slow down so that everyone enjoys the ride and works together on goals. I hope I never grow up and quit having fun.  I love to teach and learn.   Coaching colleagues is a delicate situation, especially if they can’t admit they need to keep afloat.  Reality check in place.   I’m not afraid to support those who are struggling.

A new teacher asked me, “how do you see so much in a minute?”  “How do you get the students to work like that?  I tried for six months”.  When I coach and model with colleagues, there is a very fine line between boundaries. It comes with time and effort.  More to come.

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Rapport is the most important aspect of coaching in my opinion.  I was glad that Aguilar talked about the idea that there is only one way to develop the knowledge and skill set that it takes to be a coach, and that is to be a classroom teacher for five years.  I think she hit the nail on the head that sometimes experience is the only way to gather knowledge.  Coaching can be effective when it becomes a triangle.  The coach, the classroom teacher, and the student working together creates the best environment for someone to be successful.  It might even be better to call it a square and include the parent in that discussion. It has changed my own vision by making me realize the importance of communication.  It is not about just working with a student, but understanding the routine of the school and those in it in order to make the best possible decision on what to do.

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DISCUSSION QUESTION- SECTION 1- DONALD & ELISA                                                                                                  Taking into consideration your beliefs, your coaching lenses and the idea of transformational coaching, how can coaching be effective? How has it changed your own vision or mission?

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Dale Kinsman- Everyone who is apart of the school community that works for the greater good for the student needs to be supported in one way or another. I believe that all members of the school community want to be heard in different capacities. When something is working for them, they want to be heard and be appreciated for that. The coach can help them build upon and expand what is working for them. I also believe that everyone has a struggle that wants to be heard. The struggle may come out as a complaint, but it is their way of asking for help. The coach can be there to help them step in the right direction by supporting the client in deciding who they want to be in the school environment and/or what they want to change in the school environment in order to be more present for students. In terms of the client’s struggles, the idea is for the coach to aide the client to explore the root causes of why a certain outcome is occurring and how to change it into a positive outcome. Knowing what needs change and creating attempts to make the change will cause change to happen-just not overnight. 

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Dale Kinsman- Everyone who is apart of the school community that works for the greater good for the student needs to be supported in one way or another. I believe that all members of the school community want to be heard in different capacities. When something is working for them, they want to be heard and be appreciated for that. The coach can help them build upon and expand what is working for them. I also believe that everyone has a struggle that wants to be heard. The struggle may come out as a complaint, but it is their way of asking for help. The coach can be there to help them step in the right direction by supporting the client in deciding who they want to be in the school environment and/or what they want to change in the school environment in order to be more present for students. In terms of the client’s struggles, the idea is for the coach to aide the client to explore the root causes of why a certain outcome is occurring and how to change it into a positive outcome. Knowing what needs change and creating attempts to make the change will cause change to happen-just not overnight. 

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Kate DeGruttolo: The part of section one that was most meaningful to me was the transformational coaching manifesto. It is crucial to have compassion and trust between a coach and an educator. Without trust, there won't be honest communication and the educator won't reveal areas that he/she are needing support in. As a coach it is important to be open-minded as well as mindful of how things are worded as discussions take place. I agree with Rob that communication is very important! It is important that both the teacher and the coach give feedback to each other. The coach is there to guide, model, and offer suggestions. The teacher must also give honest feedback to the coach on what is working, what avenue he/she wants to travel towards, and if their guidance is supporting their vision or not. The coach needs to gauge whether over time the support/suggestions are helping the educator move towards their end goal. Aguilar states that transformation takes time, coaches need to be patient and offer support and suggestions to help the teacher make changes. It goes back to meeting people where they are and moving on from there.

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The first post is Rob by the way