January 2019

January 2019 Coaching Tip of the Month

Happy New Year! I just love new beginnings… what a great way to revisit goals, renew expectations, and restore a bit of sanity to everyday life! At the same time, the realization that the mid-point of the school year is coming close creates some angst and anxiety. So much to do and so little time left to do it!

As I look back at what I accomplished from September through December, I either hang my head or give myself a “high five” (more the former than latter). I tend to make long “to do” lists that sound very doable at the time of creation. I then reflect and say to myself, “What was I thinking??” When I review my lists, I notice that my original list has multiplied into about 10 additional lists, each subsequent list becoming more and more detailed about what I want to accomplish. This reflection is perfect for January as we think about the inevitable… what will the New Year bring and how will I sustain the momentum as I move forward personally and professionally?

Looking back, I want to remind myself what I’ve learned about teaching, learning, and coaching… teacher quality is the most significant factor affecting student achievement; teachers who are supported by instructional coaches are more likely to implement newly learned instructional strategies; follow up support to effectively implement new learning and scaffolding encourages reflective practice and instruction; teachers want to talk to their colleagues about effective instructional strategies; collaboration and open communication make a difference in teaching and learning; teachers and coaches who collectively problem solve around problems of practice are more likely to identify effective strategies that work to address those issues; and most importantly, teachers really like to talk to other practitioners who are non-evaluative listeners with a shared vision about how to help their students grow while improving their own instructional practices.

As I move forward in my practice, I am also reminded about the daily questions coaches, mentors, and administrators must ask themselves: what am I doing as a coach, mentor, or administrator to help teachers change and improve their practice, and what am I doing to help teachers improve student engagement and outcomes? I ask myself the same questions about helping others improve their coaching practices. How can I help coaches and mentors work one-on-one and in small groups to support teachers, coaches, and other school leaders? Providing ongoing opportunities to engage in professional learning and to share new learning with others is fundamental to my own learning and those with whom I work.

Janus, the two-faced (in a good way) ancient Roman god of beginnings and transitions, looks to the future and to the past. He looks after passages, causes actions to start and presides over all beginnings. I think the role of the coach mirrors Janus’ role. Remember your journey and the goals you have set out to accomplish. Celebrate the small accomplishments and remember that Rome was not built in a day…look behind you to see how far you have come and look ahead to see what innovations lay ahead. This is a journey of change and it takes courage, tenacity, diligence, frustration, and acceptance to stay the course.

Plan and be proactive. Follow John Maxwell’s advice: “Failed plans should not be interpreted as a failed vision. Visions don’t change; they are only refined. Plans rarely stay the same, and are scrapped or adjusted as needed. Be stubborn about the vision, but flexible with your plan.”