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Top Ten List of Coaching Beliefs

Top Ten List of Coaching Beliefs. By: Mackenzie Grant. 10. Know Your Role

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Top Ten List of Coaching Beliefs

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  1. Top Ten List of Coaching Beliefs By: Mackenzie Grant

  2. 10. Know Your Role Often, the role of a coach varies from school to school and the definition and expectation for a literacy coach isn’t always black and white. When interviewing and/or obtaining a coaching position, a first priority should be to discuss with the principal the expectations of a literacy coach in the given school. • 9. Build Rapport! Introduce yourself to the faculty of the school and hold a brief presentation about your role as a literacy coach in the school and how you will be available to collaborate. Make sure to get your contact information out to all the teachers! • 8. Be A Research Expert! Have data driven research to support teachers and be able to explain it completely and confidently. Keep up-to-date on research as well so you can provide teachers with the newest information on strategies and instructional techniques.

  3. 7. Build Trust! Trust is a key feature in any successful collaborative relationship. Begin by building trust with the teachers of a school by talking less and listening more and responding genuinely to their concerns and thoughts. Continue a trusting relationship by providing supportive, constructive feedback and following-up with teachers. • 6. Prepare for Many Hats! Coaches need to be prepared to act as different members of the faculty at different times. Depending on the task at hand, a coach may act as a curriculum director and expert, or as a trainer, or as a teacher, or as a mentor. Coaches need to prepare to take on each of these roles as they come and change their practice accordingly. • 5. Be Flexible! In addition to being flexible in their roles, coaches must be flexible with their timing and their plans. If a strategy is not working for a class, a coach must be ready and willing to collaborate with the teacher to make necessary changes in the solution plan.

  4. 4. Give Encouragement and Constructive Feedback! A coach must not only focus on the areas of improvement, but they also need to pay specific attention to the strengths of a teacher and a class. You want to encourage effective practices and also provide constructive feedback. However, you do not want to take on a judgementaltone. Remember, you and the teacher(s) are a team, when one succeeds, you both do! • 3. Model, Model, Model! To set the teacher(s) up for success, you must model lessons/strategies/ best practices. Provide a variety of model lesson formats to provide as much preparation and experience as possible. Have the teacher(s) take on both the student role and the teacher role with you during model lessons. Have teachers observe you model with the students and you observe while the teachers model with the students. • Facilitate, Don’t Dictate. Do not take on the “fix-it,” attitude. You are there to work with the teacher to reach solutions, not fix them yourself. Ask the teachers the right questions to help them critically evaluate their own teaching, listen carefully, and respond genuinely. Then, help guide the teachers to generate solutions and provide support and additional information to help them reach the solutions. Collaborate together to reach the desired outcomes.

  5. BE POSITIVE! People want to work with positive people. A coach’s main goal should be to aid teachers in meeting the needs of their students. To do this, teachers need to feel comfortable taking risks in instructionand trying new ideas/strategies/methods. Coaches should encourage and support such behaviors by conversing and providing honest praise and supportive feedback. When conversations such as these are taken from a positive perspective, teachers can better evaluate what went well and did not go well. Then, they can plan their next steps toward reaching their desired outcomes.

  6. References Bean, R. & DeFord, D. (2012). Do’s and don’ts for literacy coaches: Advice from the field. Literacy Coaching Clearinghouse. Retrieved from: http://files.eric.ed.gov/fulltext/ED530365.pdf. Beaty, A. ( 2009). Lessons learned about coaching from Reading First in Georgia. Literacy Coaching Clearinghouse. Shanklin, N. L. (2006). What are the characteristics of effective literacy coaching. Literacy Coaching Clearinghouse. Walpole, S. & Blamey, K. L. (2008). Elementary literacy coaches: The reality of dual roles. The Reading Teacher, 62(3), 222-231.

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