Coaching Conversation
A main difference between a formative growth and an evaluative supervision model is the way the coaching conversation occurs. The coach seeks to use the observation data in a non-judgmental way to encourage the teacher to self-reflect and how she wants to grow. The coach’s job is to facilitate the conversation so it focuses on important teaching elements and student learning. Here are some things to keep in mind.
Non-judgmental Approach: Monitor your own bias, and remember to keep Luther’s explanation to the eighth commandment in mind. Assume the teacher cares about her students and wants them to love Jesus and learn. Remember that teaching is complex and contextual. Every lesson is affected by the students in the room and the events of the day. The WELS Standards of Effective Practice and its Continuum provide an objective measure of good teaching and can guide your conversation. Finally, remember that the goal is to develop a growth-mindset rather than a perfect teacher.
Stance. The observer can take on various stances during the conversation, from instructive to facilitative. A coach is facilitative when he uses questions to draw the conclusions and goals from the teacher based upon the factual data collected during the observation. A coach is instructive when he is telling the teacher what the data means and what she needs to do to improve. A facilitative stance instills self-reflection and ownership and is more likely to result in the teacher taking improvement actions than an instructive stance. Therefore, the coach’s goal is to use a facilitative stance whenever possible.
The stance that the coach takes depends upon the situation in the classroom and the experience of the teacher. If the teacher is unsure how to interpret the data and how to improve, or if the classroom is dangerous, the coach must take an instructive stance. In most situations, however, letting the teacher be in control is best.
Positioning. The coach’s physical presence is important in the conversation. The coach must fully attend to the teacher. It also helps to create a third point in the conversation by letting the data, the students, or student work serve as the evidence speaking to the teacher. This changes the coach’s role from the evaluator to the partner in assessing the situation.
Language. Language can either encourage reflection or shut it down. The best way to encourage reflection is by using language that lets the teacher know you understand and trust her to assess the situation and make goals. The following communication strategies assist in reflection.
A summary of coaching conversation strategies can be found by clicking here, or in the next section - resources.
The Coaching Conversation Video serves as a great model of a facilitative post-observation coaching conversation. As you watch, note the observation tools, non-judgmental approach, stance, positioning, and language that makes this conversation one of growth instead of evaluation.
Goal Setting
Every coaching conversation must conclude with written next steps. The next steps will arise from the data, the reflections, and WELS Teaching Standards Continuum. Once both the coach and the teacher agree on the interpretation of the data and an area for improvement, the teacher’s next steps should be written down. The Coaching Conversation Log provides a place to record the main points of the conversation, the standards that apply, and the next steps. The Coaching Conversation Log can be found by clicking here or in the next section - resources.
The accumulation of data, conversation logs, and improvement goals are foundational pieces for a teacher’s Ministry Development Plan.