Educational Coaching: A Partnership for Problem Solving - Personal Reflections Part 1

I discovered this book in one of the multitude of educational e-mails that trickle/flood into my in-box. I'd received some negative feedback about professional development sessions last school year, so I was keen to explore some other options. I asked a colleague if she would be willing to bring it back from the US for me. She agreed, and so the book was ordered and delivered. Sadly, it nearly didn't make it, when luggage got lost/damaged in transit. Happily, it did arrive, somewhat battered, but still readable. I process new content better when I write about it, so here comes another series of "Book Reflections". 

Chapter 1: Coaching 101

This chapter asks and answers three questions: What is educational coaching, how does it differ from other forms of professional development, and what qualities do coaches need?

The author gives the following definition of educational coaching: "Educational coaches partner with teachers for job-embedded professional learning that enhances teachers' understanding of students, the curriculum, and pedagogy for the purpose of solving problems that impede teacher success and pursuing interests that enhance teacher success. (p.6)"

As I read that definition, it boosted my confidence, as it reminded me that my role isn't to be the "expert" but more to support exploration of a variety of ways of meeting the needs of teachers and students.

While I like to participate in educational conferences and similar events, I also know that I learn best by "doing". The coaching model outlined in this book will help me help teachers learn by doing, and by enhancing what they already do well.

The question of the qualities coaches need is answered using the acronym CAT. Those three initials stand for
Connectivty,
Acceptance, and
Trustworthiness.
These qualities of a coach fit beautifully in the relational model that is at the foundation of education at East-West International School. Just as students learn best in the context of good relationships, so too do teachers. Building those relationships isn't something that comes easily for me, but it is something that I want to excel in. Therefore I'm going to be taking the advice of one of my other summer reading books, and making the effort necessary to change people's perceptions so they know that I am for them, and that we are learning together. Listening and asking questions and then listening some more are going to be key to the success or failure (but I'm not interested in failing) of my forays into coaching.

Just before the end of the chapter, the author draws a comparison between educational coaching and sports coaching. She likens educational coaching to "developmental coaching" where the goal is to help individuals grow - it tends to be more supportive and softer. I know that's the kind of coach I want to be.

That's it for this chapter. Stay tuned for more reflections in the coming days/weeks.

Summer Reading #2 - Kindness

The second book that I read this summer was definitely written for adults, but still easy to read and practical.

This book had two sections. The first part was "Being Kind to Others" and the second part was "Being Kind to Yourself". A lot of what was in this book was not new to me, but it's a topic that's worth revisiting every now and again. With chapters in Part 1 like "Go Out of Your Way to Make a Difference" and "Be Kind When Others are Rude and Inconsiderate", I definitely picked up a few tips to help me with my goal of being more relational and having teachers see me as a good communicator.

The second part is something that I've always struggled with. The perfectionist in me finds it pretty easy to be down on myself when I stuff up, so these three chapters: "Don't Be So Hard on Yourself; Be Kind", "Kindness When Your Life is Really Difficult", and "Feel Good About Yourself, were definitely worth reading (and probably rereading as well). This year I need to not only work on being kinder to others, but I'm going to start being kinder to myself, initially by keeping work to work hours (even if still means 12 hours from when I leave home to when I arrive home, including a 30 minute walk in the mornings).

So am I happy with the purchases I made in Singapore's Changi Airport? Definitely!

I'm going to finish this post with a quote from the back cover of the book:
"One small act of kindness can change a person's life, and that person might even be you."

Summer Reading # 1 - You Are AweSome

An important part of being a teacher is being a lifelong learner. Another part is finding good resources to use with students. The first book I read this summer, picked up in the bookshop in Singapore Airport fits both those categories, as well as being encouraging for me personally.

Our secondary principal takes great delight in telling me that I'm awesome, so when I spotted this book in the airport bookshop I thought it would be worth reading, even more so when I read the back cover. 

WHAT IF YOU COULD BECOME AWESOME AT (ALMOST) ANYTHING?

It's not as impossible as you might imagine.

If you're the kind of person who thinks ...

* I need a special type of brain to do maths
* You're either good at sport or you're not
* I don't have a musical bone in my body

... then I've written this book for you, to challenge the beliefs that hold you back. Whatever you want to be good at, the right mindset can help you achieve your dream.

I KNOW you can do it. How? I wasn't born sporty, but I'm a two-time Olympian.
You know how else I know?

BECAUSE YOU ARE AWESOME.  

This book absolutely lived up to it's cover. It was easy to read, and packed with practical tips. One of the key points raised in this book is the importance of having a growth mindset, rather than a fixed mindset. Wonder where I've heard that before - oh that's right - IPC Brainwave. Another important point was that we need to make small changes consistently. Lots of small changes end up with GIANT results. 

So where to from here. My goal for this semester is to improve teachers' perceptions of my interpersonal communication skills. Wow! That might sound like something I've got no control over, and to some extent it is. I can't control other people's perceptions. However what I can do is change my mindset (that I've always struggled with the interpersonal stuff for the last 30 years) to a more positive one, and make those marginal steps that will result in better relationships with staff and students.

The other thing that I've got going for me is that I don't have to make those changes in my own strength. I know God wants me to be relating well to the people I work with, because that's how they get to see Him. So one of those "marginal gains" for me is going to be spending the time when I'm walking to work talking to and listening to Him. The time is already there - I just need to use it effectively. Who says you can't walk and pray at the same time. I just need to be somewhat aware of the traffic, because it won't help anyone if I get knocked down by a speeding car or moto!