Thursday, September 17, 2020
Written by Joseph Kanke, Statewide Coaching Coordinator
Aligned to CCPP 1a, 3a, 3b, 3c, 3d, 6a & 6b
I recently read Elena Aguilar’s article on her model of coaching; Transformational Coaching. This article resonated with me in many ways, but what really stood out were her three B’s. Elena reminds us that changing educator’s behaviors is essential to improving student outcomes, but until we start to join in partnerships where beliefs and ways of being are also examined, changes are likely to be made only at the surface level.
When I think of my role as an educational coach, I often think of a trainer in a gym. When we try to change habits, we often have an initial surge of excitement. For example, if an educator attends a riveting professional development opportunity on student engagement, they will likely return to their classroom with every intention of applying the learning. Then things get in the way: managerial demands, students not responding to instruction as the training had indicated, or mental/physical fatigue. Similarly, if someone joins a gym or workout group, they may sense a feeling of pride and accomplishment that they are making changes for their health. Then things get in the way: kids sporting events, meal preparation, work.
What if things are not the only thing getting in the way? What if you are getting in your own way? What is the little voice inside your head telling you about making change? Our beliefs and ways of beings are muscles with memory. There is comfort in reverting to what we know. A coach is well-positioned to stand at your side as you work on building new muscles--the skills--but unless they also push in on beliefs and ways of being, we are likely to eventually return to our old habits.
Take some time this quarter to read through Elena’s Transformational Coaching model. What resonates with you and your current practice? How can we train new muscles in ourselves and those we coach?