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Coaching Role Description

Purpose: To design instruction that focuses directly on the diverse needs of students.

Practices include, but are not limited to:

Setting standards-based goals for student learning

Co-planning to design differentiated instruction

Co-teaching to implement differentiated instruction

Designing formative assessments, or ‘assessment for learning’

Developing strategies for standards-based grading

Collaborative analysis of student work or performance data

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WATCH  & DISCUSS - Student-Centered Coaching: How do I Coach for Independence by Diane Sweeney

DISCUSS - Sweeney's Key Ideas

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Student-Centered Coaching: How do we coach for independence?

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The Resistant Teacher
Rick Maurer identifies three simple levels of resistance that can help us understand the potential reasons behind the negative response to new ways of doing things (See attachment).

DISCUSS - Discuss how attempting to address the real reason behind the unwelcoming response can likely pull the person out of a negative state into a more positive one. Mentor's - Share your experiences with resistant teachers and strategies for overcoming resistance.

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Levels of Resistance and Possible Explanations 

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READ & DISCUSS - Coaching Questions for Coaching Cycles by Sweeney

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READ: Chapter 3 - Reflective Feedback from "Coaching Conversations: Transforming Your School One Conversation at a Time" by Cheliotes & Reilly

DISCUSS - Discuss Perkin's description of the three types of feedback in common practice as people try to balance the "message" with the "relationship" - page. 65.

QUESTIONS - Throughout your coaching cycles, how do you feel your feedback has been received? What could you do to enhance or improve balancing the message of what you would like to address while maintaining a trusting relationship?

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READ & DISCUSS - Seven Norms for Collaborative Work by Sweeney