By Paul Powell and Kathryn Perkins
We are preparing for our fourth annual Instructional Leadership Institute, coming up this June, so we’ve been thinking about great coaching a lot lately. And while we’ve written extensively about elements that go into effective coaching (how to coach at the beginning of the year, how to practice effectively…), we’ve had something of a revelation in the past year:
If the goal of great coaching is to develop teachers to grow student achievement, coaching shouldn’t involve just any action steps – it should revolve around those that set great teachers apart. What do the best teachers do that others don’t do, or don’t do as well? And from there, how can we coach our teachers to strengthen those practices?
This train of thought led us to rename our institute “Leading for Learning: The Power of Studying Student Work.” Thousands of hours observing master teachers has led us to the understanding that great teachers are constantly studying what their students know and don’t know and responding accordingly…so great coaches should develop teachers in the mindset and skills needed for constant responsiveness.
In “Leading for Learning,” we hope to provide development in exactly that. First, we’ll dive into the actual practice of studying work. What does it take in class to really know the state of student learning? What are the replicable practices that build this understanding? (If want to preview one great video clip, see here for one of our favorites!) Once leaders feel equipped in the teaching practice, we’ll get into the coaching: how to guide “studying student work” meetings with teachers outside of class and eventually, how to coach it live during instruction. By starting in the office setting, leaders can slow down the many elements that go into effectively studying student work and planning for responsive teaching for their coachees. This manages cognitive load and supports adult learning. Then, as teachers grow in their skill and comfort with the practice, coaching can move into live instruction, where decisions have to be made faster and more precisely – whether it’s identifying a high priority learning need or the best way to address it.
We think there’s power and simplicity in the framework, and we’re excited to work with Florida’s leaders in the coming weeks to prepare for next school year.
To learn more about our Leading for Learning workshops or to sign up – at a hugely subsidized rate thanks to generous state funding! – visit here (for our Miami session) and here (for Orlando). We’ll see you there!