Coaching Principles

10 Mar

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When coaches and teachers interact equally as partners, good things happen.

                                                                                                                                  Jim Knight

This week our Leaders of Learning group focused on an interesting reading. In it Jim Knight outlined the partnership philosophy approach to coaching.  Through his research, practice, and reflection 7 principles are outlined. Equality, Choice, Voice, Dialogue, Reflection, Praxis, and Reciprocity. (Knight, 2007, pp. 37-54) 

Equality: Both the coach and the teacher contribute equally to the conversation.  The teacher and coach may not have equal knowledge on all topics, but both points of view are worth being heard and valued as a part of the discussion.  Respect and compassion must be infused throughout conversations.

Choice: In a coaching partnership teachers must have choice in the professional development.  Without choice it is hard to define the relationship as a partnership, thus without choice professional development is likely to fail. (Knight, 2007, p. 42) By providing quality choices the teacher can say yes and no.  When choices are taken away the teacher’s professional opinion has been neglected.  Everyone wants to be treated as a professional.

Voice: Make teachers feel seen and heard.  Their opinions and needs are heard and do matter.  Even if the coach does not necessarily agree with what the teacher’s opinions and what they have to share, the coach must put their opinions aside to listen.   Listening provides the coach with insight and provides the teacher with an engaged listener with an opportunity to share.

Dialogue: In a coaching partnership it is not about winning the conversation, but continuing conversations and bouncing ideas around in a professional way.  I like the analogy of a pinball machine to great dialogue in which it is difficult to keep track of whose ideas are who’s because the conversation is so constant.  Inquiry and innovation occurs through dialogue.

Reflection: Reflection is a practice to engage in as an IC and teacher during and after during and after implementing a new strategy or content.  Some teachers do not innately reflect on their practices, thus coaches can provided the reminders, prompts, and strategies to do so.

Praxis: When a teacher applies a new strategy or ideas and applies to their existing practice, this is praxis.  The teacher may explore, prod, stretch, and recreate a new approach into one’s own teaching practices (Knight, 2007, p. 49).  In my opinion Praxis “dove-tails” well with reflection.  As we become more reflective teachers and instructional coaches we tend to be more open-minded and connecting new strategies to practice is simplified.

Reciprocity:  The coaching relationship is one that provides both parties with learning opportunities.  Both parties have an opportunity to win.

One member of staff put a successful coaching session this way. I feel valued. I feel as though I have reflected.  I suppose staff “feel validated as teachers, as professionals, and more important, they feel validated as people.” (Knight, 2007, p. 51)

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