Embedded Files
Purposely be in the hallways during transition times to initiate quick visits with teachers in the hall.
- Reminds teachers you are there and are a resource they may have forgotten simply because "out of sight is out of mind."
- Be mindful of the teacher's time and keep these quick visits BRIEF! If you want/need to talk more, email them to schedule a time to do that at their convenience.
- Take notes either during or immediately after these quick visits to ensure you remember to follow-up and follow-through with things you discussed.
- Helps to build relationships.
Be the initiator of consistent contact with new teachers. New teachers include those new to teaching, new to the school/grade level, and/or new to the district.
- Introduce yourself and briefly explain your role first.
- Offer your help but be mindful of how overwhelmed they probably are especially at the very beginning of a school year. When sharing ideas with them, always consider (from their perspective), "Is NOW the right time or could this be shared/discussed later in the year when they've better settled into their new role?".
- Leave them with your contact information so they can reach out to you when they're ready.
- Consider dropping them a little note or token with positive feedback and/or words of encouragement with a reminder that you're only an email away if they need support.
Megan Tschannen-Moran, author of Trust Matters (2004), defines trust as a willingness to be vulnerable based on a confidence the other person is benevolent, honest, open, reliable, and competent.
- Benevolent=caring, compassionate, kind
- Honest=truthful, upright, fair
- Open=candid, transparent, forthright
- Reliable=dependable, steadfast, trustworthy
- Competent=capable, skilled, proficient
OUTCOMES OF BUILDING AND MAINTAINING TRUST
- Reduced competition among team members
- Greater caring and sharing
- Willingness to admit mistakes and request assistance
- Stronger adherence to team agreements and commitment to team goals
- Readiness to grow and demonstrate competence
While coaches have little access to formal data to indicate teacher need or readiness for coaching. Therefore, it's important for coaches to find data that can be used and/or collect data that will be useful.
- Using teacher attendance rosters from previous professional development opportunities, reach out with teachers to follow up on these to offer ongoing support.
- Ask for informal input from administrators, teacher leaders, peer mentors, and/or other coaches to discover which teachers could most use or would most welcome support. It would be wise to engage teachers who are highly influential among their colleagues to increase interest, word of mouth, and positive "chatter" regarding your work as a coach.
- Don't discredit the value of your own past coaching experiences as a coach and/or the input of fellow coaches who have experience with the faculty of schools you serve. Use the data that is provided in any way.
- Send out teacher surveys asking them to answer questions that will help you to identify their readiness, growth mindset, background, attitudes, experience, etc...that would help to engage them in a coaching cycle.
Know the district and/or schools vision and mission. Make sure that the ideas you share and approaches you take align with the school's educational goals.
- Reach out to the administrative team at pivotal points throughout the year. The beginning of the year is a great time to discuss the areas of growth or concern that they may have. The two of you can set goals together.
- Academic coaches are a great assest for collaboration. A good, strong academic coach will know where her teachers and students are. They can better tell you what needs either party might have to help you plan for a coaching cycle.
Report abuse