Confessions of a Coach

In my years in the classroom, I've noticed there's always that one student that pulls your heart strings. Ironically, its never the one who completes their work on time, pays attention and turns in a project indicating they've gone above and beyond your expectations. Rather, its the one who hides their brilliance behind the façade of laziness, apathetic behaviors and grades that cause you to believe you've failed as their teacher. And yet, for some reason, that student sparks your curiosity and you begin to invest in them. I'm not sure if I just love a challenge or what, but my goal was to always seek the potential in that student and find alternative methods to my teaching practices in efforts to reach them. I wasn't satisfied until I knew I had engaged that single student and increased their level of self-efficacy.

With the shift of a semester, so comes the shifting of duties of a coach. While the fall brought numerous classroom visits and observations, detailed and weekly meetings with teachers about lesson plans and various model lessons; spring, (also known as Testing season) brings about different conversations in planning meetings that focus more on pedagogy, testing practices, intense data analysis and more! As far as duties are concerned, more interactions with students in small group intervention and preparing tests are among the things that fill up my time.

This paradigm shift has shed more light on some areas that I need to grow in as a coach. Obviously I'm not claiming to be perfect nor will I ever 'have arrived', but my goal has been to not just be a good coach, (not even a great one) but one that inspires! I desire that teachers would feel inspired to be their absolute best every day in the classroom. That with each and every obstacle that faces them, they feel supported in their efforts to face and conquer that obstacle. I desire to replicate my motivation and creativity in them, not so that they look like me, but that they reach their fullest potential.

Now, as a coach, I face the same challenge that I faced with those apathetic students, yet now with teachers. And although teachers don't typically have an obvious lazy approach to their profession, nor outwardly portray themselves as having a lack self-esteem, you'd be surprised at how those qualities do lie somewhat dormant within them and I believe its a coach's job to identify it and part of offering them support, is helping them overcome their internal obstacles so they can be their best for the benefit of the students they reach.

Inspiring teachers isn't easy. I'm finding it to be quite the strategic task. I remember upon beginning my first year as a Math Specialist, I asked my then Supervisor and professional mentor this daunting question, "How do you get teachers to do what you know is best (in short, what you want them to do)?" As I eagerly awaited for a powerful answer to drip from her lips, the response she gave me was NOT what I wanted to hear, but was powerful none the less. She replied, "You don't!"

What!? Then what's was my goal? I was lost in the pursuit of my purpose in that position. But she didn't allow me to remain distant for long, she soon showed me the meaning behind her response. You give them an example to aspire to by modeling for them and showing them you care about their success. She went on to set this example herself and now as I face challenges to help teachers overcome obstacles such as not being comfortable with the curriculum, not knowing how to think outside of the box, and implementing differentiation strategies (to name a few), I realize that the challenge is not only similar but my approach must be as well.

I used tools such as intentional guidance, individualized praise and presenting specific instructional challenges in order to show those specific students how invested I was in their success. I'm convinced these same tools will serve in helping me to inspire teachers towards success!