4.2.c Establish Shared Goals

4.2.c Establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice.

Coaching is a job-embedded, individualized, data-driven, and sustained practice. Approaches to coaching may vary in different schools and districts. Still, many assert coaching models focus on prioritizing instructional needs, establishing goal-driven support plans, modeling, facilitating teacher practice, and providing ongoing regular feedback to promote high-fidelity instructional practices. (Reddy, Glover, Kurz, & Elliott, 2019)  

I learned that for both coach and teacher continually reflect on successes and improvement, an ongoing evaluation of key coaching competencies assessments and surveys is essential to enhance effective practices. In my post, How to Measure Effective Coaching? I share a framework called the Instructional Coaching Assessment to support the evaluation and development of instructional coaching talent. The assessment provides a comprehensive evaluation of a coach’s effectiveness at implementing problem-solving actions with teachers. This assessment involves the collection of sources of evidence that support performance feedback from multiple informants.  

This year, I have been taking responsibility as the team leader to facilitate professional learning and program support for my team. I plan to share this framework with my team members and use some of the questions from the four online assessments as guided questions to ask them for feedback at the end of the school year. It will be a valuable resource for my reflection on if my coaching practices meet the complex needs of educators and students. 

Reference 

Reddy, L., Glover, T., Kurz, A., and Elliott, S., (2019) Assessing the Effectiveness and Interactions of Instructional Coaches: Initial Psychometric Evidence for the Instructional Coaching Assessments–Teacher Forms. https://journals.sagepub.com/doi/pdf/10.1177/1534508418771739