Sydney Crosby, Rory McIlroy, Rafeal Nadal, Lindsey Vonn, Dr. Atul Gawande, Itzhak Perlman, and Usain Bolt share a number of commonalities. Each has reached the upper echelon of their chosen profession — be it sports, music, or medicine. Yet, despite being at the pinnacle of their individual professions, recognized as true models of excellence, they each also have a coach.
As an educator, my professional practice has been shifting away from the traditional paradigm of a teacher, to become more of an instructional coach for the students who bound into school each day. As an educator, much of my day is spent offering and developing specific, targeted, and deliberate practice / feedback so that students can develop the depth and breadth of abilities they will require for future success. Simply, learners improve by working on what they are not good at.
I would like to see more of an instructional coaching model help improve my professional practice, shape the growth and development of my profession, and ultimately strengthen student learning. Teaching and learning is simply too complex to be able to be successful in isolation. Without another set of eyes, offering a different perspective, people are unable to achieve and maintain their personal best. The idea that once you graduate, from something like middle school, high school, university, driver’s ed, or cooking school, that you no longer require instruction, is simply outdated.
As an educator, I know that I will always have something to work on. As a professional, I recognize that each of my colleagues will always have something to work on. As an educational leader, I will always value the role coaching contributes to the journey of continuous improvement. As the husband of a learning coach, I see the importance of letting teacher’s, like students, take ownership for learning and choose their individualized path; be it keeping a mini-lesson truly mini, developing improved questioning, making better use of assessment data, organizing better collaborative meetings, or adopting new classroom management strategies. The list is and should be, truly endless.
I see coaching being an essential role of every school administrator. The most effective learning leaders are those who observe, judge, and help facilitate professional learning. They enable their colleagues to become more competent; to move through the four stages of competence.
It’s certainly true that some background knowledge and expertise is important to be an effective coach, but the best players do not necessarily make the best coaches. The great violinist, Itzhak Perlman is a case in point. His wife is his coach. Coaches don’t need to know it all.
“She is an extra ear.” She’d tell him if a passage was too fast or too tight or too mechanical—if there was something that needed fixing. Sometimes she has had to puzzle out what might be wrong, asking another expert to describe what she heard as he played”.
It is in this context that I find myself wondering, how do principals and headmasters stay at their best? I think looking to the world of sports, medicine and the model that already exists in education, offers great opportunity. Instructional coaches are becoming increasingly common in our schools. Perhaps it is time that formal educational leaders tap into the potential that coaching offers to further support their work.
To close, I wanted to leave you with one of my favourite quotations. It’s one of the values that my family emphasized while I was growing up and is one that I hope to impart in my three sons, and the kids who I work with every day.
“We are what we repeatedly do. Excellence is not an act, but a habit.”
I’ve never really known who originated the quote, but according to a recent episode of Grey’s Anatomy, it’s attributed to one of the great Greek philosophers. Thanks to coaches like Maggie Moon, Pam Harper, Justin Medved, and Tom Baker, I know that coaching helps ensure that the work you do is your personal best, helps a school strive towards excellence, and helps improve student learning.
Great post Peach. The idea of learning coach is something we are toying with here at NIST. Interesting that we are coming from a digital learning role which may morph into a learning coach (not necessarily digital). Part of it seems natural with the potential for on-line assessment and the trend towards individualized learning. Recently I was assisting with the Year 6 Exhibition (for PYP) and I truly felt that I was the “coach behind the bench”. Literally I would help one student for 20 minutes and then they would be set for the next couple of days. My interaction was individual and focused. As long as the goals are clear and easy to follow, then the students can really be in charge of their learning.
Thanks Ivan. What speaks to me is the evolution from “differentiation” to individualized learning. Technology certainly is a big help and people like you, and schools like NIST help lead the way. So that change from technology, literacy, or math coach, to learning coach appears to be a natural one. I’ve started to explore some of the resources available from the KU – Kansas Coaching Project that are available at http://www.instructionalcoach.org/. What I hope to see from formal school leaders and administrators is the transition from instruction supervision to much more of a coaching model. One that focuses on professional development because the greatest determining factor in student success is the quality of the teachers. I see coaching as a great way of reaching this goal.