jeromedelisle consulting

What is coaching?

“an individual and team development process that uses an integrated combination of interventions to improve collaborative leadership skills, and team performance." It is a way of helping people to learn and to change.

What do you do?

The growth model in coaching provides an easy flexile structure for your coaching inteaction.

What qualities are needed?

As shown, trust is fundamental and ensures relational safety, creativity, insight and risk taking. You need to given your client full attention and listen actively. That means that you hear both words and emotions. It requires you to clarify and empathize.

The coaching way of being

You have to show up as a coach and this requires humility, curiosity, genorsity. emotional intelligence, postive regard, and respect.

What does a coach do?

An instructional coach support teachers and provide personalized professional development, and job coaching. They are teacher leaders who work alongside the classroom teacher, not necessarily in an administrative or supervisory position. They typically have classroom teaching experience and the skills necessary to step into a role of teacher leadership, such as collaboration, communication, and creativity. 

 

Can coaching work in a PLC team?

Yes you can use a coaching approach in a PLC, even if you are an administrator. Use short focused or paired conversations. Try to have inclusive conversations where you make your thinking visible. Look for oportunities to have everybody speak and vary the team leader role.

What is a coaching culture?

An organisation with a coaching culture can be described as one which adopts coaching practices as an integral way of managing and developing people. It recognises the value of using a coaching approach to grow and develop its people in order to grow and develop the organisation itself.

A system of coaching includes

• Self-reflection.
• Peer-to-peer observation and feedback.
• Individual coaching sessions between a teacher and instructional coach.
• Facilitated PLC coaching conversations addressing instructional practices, lesson study, and so forth.
• Observation and nonevaluative feedback from a school leader.



To achieve a culture of coaching, work on your organizational culture by following these 10 steps

Fostering a coaching culture

1. Articulate a Definition and Vision

At the very least, a school needs a simple, memorable statement that defines coaching

2. Consider the Context Coaching

needs to fit into a broader plan for professional development.

3. Choose a Coaching Model

The term coaching model refers to the broad parameters of how a coaching program works and what it focuses on.

4. Set Program Goals

After determining a vision and definition of coaching and naming the model, leaders must determine the goals of a coaching program.

5. Train Coaches Right

A good coach is an expert on adult learning. A coach guides adults who work in schools to examine their practice, reflect, and make changes—to learn.

6. Build the Coaching Relationship

For coaching to be effective, the person being coached must feel psychologically safe. For a teacher to reflect on the aspects of his practice where he feels most uncertain, he must feel that his coach will suspend judgment, maintain unconditional positive regard for him, see his potential, and keep conversations in confidence. Above all, the coaching relationship must be characterized by deep trust—especially if coaching explores beliefs and ways of being.

7. Understand How Coaching Works

Here's what happens in coaching: A teacher recognizes aspects of her practice that she wants to improve and agrees to coaching. Her coach gets to know her—to understand her core values, sense of purpose as an educator, and experiences—and then the two determine a focus. The coach and teacher create goals—aligned to programmatic goals and perhaps to school or district goals—to work on together. 

8. Protect Confidential Communication

A breach in confidentiality can deal a death blow to a coaching relationship. Let's start with the obvious: A coach must never speak to a teacher's evaluator about the details of coaching work or the teacher's performance.

9. Evaluate Your Efforts