The Art of Coaching

Effective Strategies for School Transformation

Elena Aguilar

• Éditeur: Jossey-Bass
• Année: 2013
• ISBN:
  9781118421024
• Édition: 1
• Sujet: Bildung
• Sous-sujet: Bildungsverwaltung

Hands-on resources for new and seasoned school coaches

This practical resource offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice. Established coaches will find numerous ways to deepen and refine their coaching practice. Principals and others who incorporate coaching strategies into their work will also find a wealth of resources.

Aguilar offers a model for transformational coaching which could be implemented as professional development in schools or districts anywhere. Although she addresses the needs of adult learners, her model maintains a student-centered focus, with a specific lens on addressing equity issues in schools.

• Offers a practical resource for school coaches, principals, district leaders, and other administrators
• Presents a transformational coaching model which addresses systems change
• Pays explicit attention to surfacing and interrupting inequities in schools

The Art of Coaching: Effective Strategies for School Transformation offers a compendium of school coaching ideas, the book's explicit, user-friendly structure enhances the ability to access the information.

Part One
Foundations of Coaching

Chapter 1
How Can Coaching Transform Schools?

Read this when:

• You are a coach, supervisor of coaches, or principal who wants to articulate what coaching is and can be
• You are an administrator considering developing a coaching program in your school

A Story about What Coaching Can Do

The best way to describe how coaching can transform schools—through improving teacher practices, addressing systemic issues, and improving outcomes for children—is by offering an example.

Karen, a young white woman, was in her third year teaching English in an urban middle school. Before I started working with her, I had been warned that she was “not good with Mexican kids.” One principal had already moved her out of his school, and her new principal, whose student population was 80 percent Latino, was very concerned. I found Karen to be well intentioned, able to create engaging lessons, and capable of building good rapport with students. She was also eager to receive coaching.

A significant percentage of Karen's eighth graders were several years below grade level in reading. Karen agreed to explore her students' skill gaps and selected Angel, a Mexican-American boy, as a focal student. She hoped that digging deep into what was going on with one student would reveal insights and practices that could be applied to other struggling students. Angel was bright, well liked, and had a stable home life; his parents had both graduated from high school in California. He was also goofy and frequently off task in class. Karen had no idea why Angel read at a second-grade level.

As a first step, I coached Karen in using a set of reading diagnostics. She discovered that while Angel had a tremendous mastery of a set of sight words, and therefore could read some text, he could not decode multisyllabic words. Karen dug deeper, finding that Angel struggled with the sounds of certain phonemes. Karen identified the precise skill gaps that made reading difficult for Angel. Now it was just a matter of filling those gaps. Angel leapt at the offer of extra help and extra homework, regularly skipping recess and coming in after school; Karen was enthusiastic about supporting him. In the course of six months, Angel's reading advanced three grade levels.

In an end-of-year reflection with me, Karen revealed that initially she had thought that Angel was “just lazy.” She looked at the boy's photo, which decorated the outside of his file. “I really thought he was just a lazy boy,” she admitted. She was embarrassed by her previous beliefs and that she'd fallen into believing stereotypes about Mexican immigrants. In our coaching, I carefully and intentionally pushed Karen to explore her belief system; I challenged it and helped her shatter an assumption that she held about some of her students.

I also coached the English department to which Karen belonged. That year, I facilitated an inquiry process to help teachers identify students' key missing skills and provide small-group and individual instruction to close those gaps. By the end of the year, these teachers concluded that it was an imperative to know, from day one, what their incoming students' exact gap areas were. They devised a process in which information could be gathered on students in certain achievement groups as part of the registration process. With these data, teachers could get a head start on planning to close these gaps.

As a result, my coaching led to a systems change—a change in how much teachers at one school know about their students, when and how they get certain information, and what they do with the information they gather. This change was initiated by teachers, welcomed by them, and resulted in a sense of empowerment about changing the outcomes for children. As evidenced by multiple measures, student achievement increased dramatically at this school for the next two years. This is what coaching can offer.

What Will It Take to Transform Our Schools?

The master's tools will never dismantle the master's house.

Audre Lorde (1984)

Speaking in the early 1980s, poet and activist Audre Lorde warned that true change could only be realized when those engaged in enacting it operate from an entirely different set of thoughts, beliefs, and values and take radically different actions from those taken in the past. Without a new set of tools, Lorde warned that we risk reproducing structures of oppression. Coaching offers a new set of tools that have the potential to radically transform our schools.

In the United States, our public school system is in crisis. On this point there is little disagreement. Something must be done. Beyond that, there is a raging debate on what to do and how to do it. Those who ride the chariot of No Child Left Behind (NCLB) deliver one message, which perhaps crudely summarized comes down to this—teachers, principals: improve your test scores or you will be penalized or even fired. Perhaps their intentions are positive, but over ten years have passed since NCLB went into effect, and this method has not worked. The “achievement gap” remains, and there have been many devastating side effects from NCLB, such as the narrowing of curriculum, the time and focus dedicated to test preparation, and the increase in rote learning. Coaching must be contextualized within a broader conversation to “reform,” save, or transform public education. As such, coaching—as a method and theory—is a political stance. Coaching rests on a few basic assumptions that place its supporters in a unique location in this discussion of school transformation.

First, a coaching stance views teachers, principals, and all the adults who work in schools as capable of changing practices—coaches fundamentally believe that people can learn and change. Second, in order to understand the current reality and challenges in schools, coaches analyze larger systems at play as well as the historical context. We consider the impact of complex organizations, the macro socioeconomic system, and the roles of all individuals; we do not blame one group of people or seek any quick fixes.

It is essential that we explore the nature of the so-called “achievement gap”—why it exists, who benefits from it, and why current federal legislation can't eliminate it. But it is more important and absolutely critical that we are thoughtful about the way we are going about doing things—the “how”: how we reflect on and analyze the past, how we confront the present, how we change our schools and create the future. If we are not mindful, the change process will end up replicating the structures of oppression that produced our current system.

This is where coaching comes in: when we explore the “how.” An understanding of this historical context is essential when we work in schools. Teachers have been blamed for poverty and told they are lazy, untrustworthy, and unintelligent. I believe that the most effective coaches were once teachers, and that they carry this awareness with them. Our communication with teachers and principals must be imbued with this empathy and contextual understanding or we risk (perhaps unconsciously) falling into the dominant discourse around what's wrong with schools.

Former superintendent of San Diego's schools, Carl Cohn, cautions that “school reform is a slow, steady labor-intensive process” contingent on “harnessing the talent of individuals …” (quoted in Ravitch, 2010, p. 66). Herein lies the essential question for us to grapple with: How do we harness the talent of individuals? How do we develop conditions for adults to learn and develop their talents?

A New Tool Kit Based on Ancient Knowledge

Coaching is a form of professional development that brings out the best in people, uncovers strengths and skills, builds effective teams, cultivates compassion, and builds emotionally resilient educators. Coaching at its essence is the way that human beings, and individuals, have always learned best.

The apprenticeship is an ancient form of coaching. An experienced practitioner welcomes a learner who improves her practice by watching, listening, asking questions, and trying things out under the supportive gaze of the mentor. While there are critical distinguishing factors between a mentor and a coach, the sensibility and outcome are the same: the learner is met and accepted wherever she is in her learning trajectory, she is encouraged and supported, she may be pushed, and in the end, she's a competent practitioner.

Coaching is also, essentially, what any parent does with a child. When my son learned to walk, I supported him in his first steps, standing close by and offering a hand when necessary. I let him stumble and fall, looking for that fine line between his need for reassurance and his need to remain upright. I'd crouch a few feet away, with my ...