Video-Enhanced Professional Learning: Video has proven to be an effective tool to advance professional learning. By watching a recorded lesson, teachers can observe their own practice which, when coupled with collaborative conversations between coach and teacher, offers a powerful loop for prompting reflection and feedback. As coaching and professional development have become increasingly integral to success in the classroom, Catapult Learning has formulated a well-articulated coaching model that can be utilized in any setting.
Our comprehensive and collaborative coaching employs each of these strategies when partnering with educators, using relationship- and trust-building as the foundation. Establishing comfort and trust allows the teacher to feel more open and at ease with his or her coach, ultimately leading to effective instruction and positive classroom outcomes. Our virtual model utilizes two powerful digital platforms while incorporating the same high-leverage coaching activities that we feature in our site-based model.
Download our high-impact coaching brochure to learn more. Issue Brief, Instructional Coaching. Coaching creates a relationship in which a client feels cared for and is therefore able to access and implement new knowledge. A coach can foster conditions in which deep reflection and learning can take place, where a teacher can take risks to change her practice, where powerful conversations can take place and where growth is recognized and celebrated.
Finally, a coach holds a space where healing can take place and where resilient, joyful communities can be built. When considering hiring a coach, principals often ask the following kinds of questions about the impact of coaching: What does the research say about how coaching can transform a school?
Is there a model that is most effective? Is there evidence that coaching will result in increased student achievement? As coaches, it is our responsibility to know what can be expected.
We need to articulate what we might be able to accomplish. Fortunately, there is a growing body of research indicating that coaching can help create the conditions necessary for instructional practices to change and student outcomes to improve.
These are valuable data points for coaches to be aware of as they help direct the work we do; our work is not simply about working individually with teachers to improve their practice—it must extend farther. Coaching teachers is incredibly rewarding, especially when you get to see them blossom as teachers and as people.
It's hard work but it's all worth it when the feedback and strategies you're giving them improve their teaching practices. Editor's note: This post was originally published in September and has been updated for accuracy and comprehensiveness. One thing we have all heard is that children learn the best through play - but how can we fully integrate that into our classroom environments?
But, this is no easy feat. Time constraints, access to relevant and quality professional development, and lack of learning communities are known barriers and have been found to impact teacher job satisfaction. How can we shape innovators starting at a young age? Early childhood teachers have a big role in growing that mindset in children that they can solve problems.
Lourdes Norman-McKay joins us to explain how teachers can get students comfortable with shades of grey in the discovery process and with not knowing the right answer.
When I was a teacher, I can remember taking care to intentionally plan differentiated, or individualized, instruction. And, when I was teaching pre-K I added the same level of intentionality to which materials were available in interest areas, and how I approached transitions throughout the day. While any level of intentionally, specifically in relation to planning, is important -- I missed a critical opportunity in being more intentional in my interactions with the children in my class.
Form a Relationship Forming a relationship with a teacher is the basis for every coach. Be Transparent If you have not explained the purpose of your coaching, be explicit.
Acknowledge Efforts and Build Trust To accept coaching is to make oneself vulnerable. Determining when to offer solutions and when to just listen is part of the skill of a good coach. Teachers may express frustration at the outset if they are given a new directive or responsibility. In that moment, active listening demonstrates an understanding that the information they just received may be overwhelming and frustrating.
Offering time to process new information shows teachers that you value what they value. Once you have validated their viewpoint through listening, consider what types of questions might be useful to move toward solutions.
Active listening is not just for complaints. When a teacher shares a successful moment, avoid piggybacking. For example, if a teacher shares details about an excellent lesson he just delivered, resist the temptation to share your similar experience. Instead, take the opportunity to ask him another question, and listen for more details about what made his experience positive.
Effective coaching requires active listening, deciphering needs, and then building capacity based on the strengths of teachers.
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