Top Ten List of Coaching Beliefs

1. Top Ten List of Coaching Beliefs Jackie Suchanek

2. 10. Find a balance • With the numerous demands on coaches, they need to find a balance between effectively coaching and helping teachers and filling out the multitude of required paperwork. However I believe it is essential to note that helping teachers and students should be their first priority. 9. Provide concrete data for teachers • Coaches need to observe teachers to give them concrete data on their instructionandidentify areas in need of improvement. This data will also help teachers celebrate their successes when the data shows positive growth or change. 8. Help the teachers to help the students • The main goal of coaching is to ensure teachers can effectively meet their students’ needs.Focus needs to bedividedbetween the teachers and the students.

3. 7. Stay updated on research and developments • Coaches need to keep updated on new literacy strategies and techniques so they can provide teachers with the most up to date instructional ideas. 6. Encourage teamwork and collaboration • Coaches should help and encourage teachers to work together to provide effective instruction for all of their students. Helping teachers come together as a team will allow them to support and coach each other. 5. Develop a relationship of mutual trust • Before teachers will trust their coaches with any problem they encounter, coaches must show teachers that they value and respect them as people and educators. Developing this relationship will allow coaches to constructively critique teachers and offer ideas and suggestions without resistance.

4. 4. Provide positive reinforcement and constructive criticism • Coaches need to both pinpoint with teachers what they are doing well and effectively and what instructional tools or strategies they may need to work on. There must be a balance between the two so teachers do not feel they are constantly being criticized. 3. Model with teachers and students • Coaches need to model lessons with students and also with teachers acting as students. Modeling with students allows teachers to observe the instruction, as well as different management strategies. Modeling with teachers acting as students gives teachers personal experiences with the activities and allows them to identify specific places during the lessons when students may struggle. 2. Ask the right questions • An essential part of coaching is asking teachers the right questions to encourage them to critique and evaluate their own teaching. Questions must promote conversation and help teachers reflect on their individual strengths and weaknesses.

5. 1. Set teachers up for success! • Coaches must encourage teachers to become reflective about everything they teach. Since the coach will not be around to evaluate every lesson, coaches need to inform teachers how to evaluate and critique themselves to implement informed, effective instruction. Coaches must empower teachers to continue to grow as educators even after the coach is gone.

6. References Casey, K. (2006). Literacy coaching: The essentials. Portsmouth, NH: Heinmann. Peterson, D. S., Taylor, B. M., Burnham, B., & Schock, R. (2009). Reflective coaching conversations: A missing piece. The Reading Teacher, 62(6), 500-509. Steckel, B. (2009). Fulfilling the promise of literacy coaches in urban schools: What does it take to make an impact?. The Reading Teacher, 63(1), 14-23. Walpole, S. & Blamey, K. L. (2008). Elementary literacy coaches: The reality of dual roles. The Reading Teacher, 62(3), 222-231.