I recognized that effective coaching required that I first had to acknowledge the strength the teacher brings to her classroom. It was important to name what skills the teacher shared in the lesson, and my role required that I facilitate how she could elevate those strengths in her teaching. Before the classroom observation, I established with my volunteer teacher my role and purpose during the observation. I asked her to share her many glows and future growth with me. I asked her how I could support her during the observation cycle. This two-way communication process allowed her and me to develop a common goal around her success. Our instructional feedback cycle was productive because of the trust created during the coaching and observation cycle. I found she was reflective and open to receiving feedback about her lesson. She demonstrated an increased awareness of the CSTP and how it was helpful in her professional journey as a teacher. She applied it entirely to her class and had a goal in mind for the culture of her classroom. Throughout this process, I intentionally maintained a space of collective knowledge. I did not impose my personal beliefs or opinions in our sessions together. Instead, I asked clarifying questions and sought an understanding of her thought process and professional goals. For example, when I asked her what data she would collect as evidence of learning, she mentioned formative assessments. I asked her if there were other systems she would use to collect evidence of learning. I did this for two reasons. 1) In our pre-observation conference, I asked about the diverse learners in the classroom. I then asked if there were any modifications or accommodations for these students. She did mention a few. Asking her for additional ways to collect data requires that she considers all learners in the classroom who may need modified assessments. 2) There may be students who need help to produce work. In this case, having a system where students can articulate their knowledge verbally is adequate data and can be used as evidence of learning

Lastly, the current system around coaching within the public school system needs to be more productive. Coaching has developed into a system around behaviorism, resulting in teachers doing what the coach demands and less of what is authentic pedagogical practice for the classroom teacher. The disconnect between the teacher and coach leads to uncomfortable working conditions. It is essential to allow teachers the flexibility to teach in ways that are authentic to who they are and create spaces where teachers can require their cognitive development without an assault on their pedagogical practice. The role of a coach is to develop a repertoire with the teacher, understand their professional strengths and weaknesses, and ask intentional questions related to CSTP elements. Coaching requires reciprocity when facilitating conversations with teachers rooted in authentic care and trust. These essential elements influence the way a coach provides instructional feedback to educators. This ultimately makes the teacher vulnerable when discussing ways to improve their teaching practices.

The current system around coaching within the public school system needs to be more equitable and productive. Coaching has developed into a system around behaviorism, resulting in teachers doing what the coach demands and less of what is authentic pedagogical practice for the classroom teacher. The disconnect between the teacher and coach leads to uncomfortable working conditions. It is essential to allow teachers the flexibility to teach in ways that are authentic to who they are and create spaces where teachers can require their cognitive development without an assault on their pedagogical practice. The role of a coach is to develop a repertoire with the teacher, understand their professional strengths and weaknesses, and ask intentional questions related to CSTP elements. I believe coaching requires reciprocity when facilitating conversations with teachers rooted in authentic care and trust. These essential elements influence the way a coach provides instructional feedback to educators. This ultimately makes the teacher vulnerable when discussing ways to improve their teaching practices.

CAPES