Growing numbers of classroom teachers and reading specialists in schools across the United States are being asked to provide coaching to their colleagues, a form of job-embedded professional development. This paper describes an approach to developing instructional coaches with a particular focus on coaching presence. Presence in this context means supporting teachers with an open-minded appreciative stance, paying attention mindfully and without judgment. Teaching future coaches how to notice their own mental models and communication styles helped this cohort of future coaches skillfully navigate coaching conversations with teachers that fostered opportunities for honest reflection regarding their instructional practices, leading to opportunities for future change and growth.

Preparing instructional coaches for teachers in america's public schools
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