Hasbrouck final excerpt.pdf

Student-Focused Coaching

The Instructional Coach’s Guide to Supporting Student Success

Through Teacher Collaboration

by Jan Hasbrouck, Ph.D. JH Educational Services Seattle, Washington
and Daryl Michel, Ph.D. Be A Change, LLC San Antonio, Texas

Overview of Coaching

Before reading this chapter, consider the following questions. Jot down some notes on your current understanding, and then at the end of the chapter, we will revisit these questions to assess the knowledge and insight you gained during your reading.

APPLICATION EXERCISE

List three verbs to describe the work of a coach. Then, in your own words, summarize what each verb means to you and how it will be reflected in your coaching (e.g., deliver: deliver differentiated, sustained professional development [PD] and learning targeting the needs of each teacher).

WHAT IS THE PURPOSE OF COACHING?

If coaching is this hard and potentially frustrating, then why even consider it? The answer is that the rewards of being a coach are worth it. Coaching is all about helping every teacher be as successful as possible so that every student achieves success.

Professional Development

Providing coaching to teachers has become a widely used and effective way to provide strategic PD to teachers and specialists in schools. PD for educators can include specialized training, formal education, team development, and more intended to help educators improve their professional knowledge, competence, skill, and effectiveness.

Professional Learning

Professional learning (PL) shares attributes with PD; however, PL focuses on ownership over compliance, conversation over transmission, deep understanding over enacting rules and routines, and goal-directed activity over content coverage. PL coupled with PD can optimally ensure continuous learning as an individual and with colleagues.

Professional Development and Learning and the Student-Focused Coach

What does PDL have to do with a Student-Focused coach? High-quality instructional coaching can provide the onsite, job-embedded, sustained PDL for individuals and groups that really makes a difference.

Four Models of Coaching

  1. Technical Coaching: Assists teachers in the accurate and high-quality implementation of a specific program or strategy.
  2. Problem-Solving Coaching: Involves collaboration to address specific concerns.
  3. Reflective Practice Coaching: Helps teachers become more aware of thought processes surrounding their instructional decision making.
  4. Peer Coaching: Encourages teachers to provide on-site guidance, support, and feedback to each other.

HOW STUDENT-FOCUSED COACHING CAME TO BE

SFC has evolved since the 1990s and combines elements of the four previously discussed coaching models. SFC is rooted in the real world and based on real-world needs. The initial version of SFC, called Responsive Consultation, was developed based on consultation processes in schools.

STUDENT-FOCUSED COACHING

Coaching is about enhancing student learning. Professional relationships are essential for coaching to occur. Coaches should not engage in supervision or evaluation to maintain trust. Coaching should focus on establishing a cooperative relationship that leads to collaboration.

The Facilitator Role for SFC Coaches

The Collaborative Problem-Solver Role for SFC Coaches

Engage with teachers using the systematic SFC Collaborative Problem Solving process to address classroom issues affecting student gains.

The Teacher/Learner Role for SFC Coaches

Provide PDL support and engage in continuous learning opportunities, ensuring that the focus remains on collaborative support rather than authority.

CHARACTERISTICS OF A GOOD COACH

Effective coaching requires skills such as communication, time management, and problem-solving. Coaches should be collaborative, empathetic, resourceful, resilient, and self-aware.

GOALS FOR STUDENT-FOCUSED COACHING

  1. Enhance student learning.
  2. Maximize every teacher’s knowledge and skills.
  3. Learn from each other.
  4. Prevent future problems.

THE ESSENTIAL PARTNER TO SFC COACHES: THE ADMINISTRATOR

Administrators/supervisors are essential partners in the coaching process, and understanding the role of the instructional coach is crucial for successful collaboration.

CONCLUSION

The SFC model provides a framework for coaches to deliver effective support to teachers, building professional relationships that enhance student outcomes.

REFERENCES