I would also add that the inexperienced/struggling teacher may need to see an effective teacher in action whose mastered skills that he/she can model and integrate into their own practice. Besides coaching on specific skills, actually seeing a "lab classroom" of an expert teacher has been extremely important in my own professional growth as a teacher and now an instructional coach. I'm sure that teachers in your building would be happy to share their craft and assist the struggling teacher. With that being said, after the teacher visits, the host, coach and the struggling teacher should meet to reflect on the visit; allowing the struggling teacher to ask questions about his/her focus (learning target).
You have to identify (with the teacher) a couple things: 1) a behavioral change the teacher can make that will have a big impact on student learning. As others have said, if the teacher needs coaching in just about everything then starting with management, routines and procedures, and building positive relationships with students will be important first steps.
2) This change needs to be narrow and focused -- and something that the teacher will be able to achieve within a few weeks and will see evidence of his/her growth. We need to help teachers who need help in everything see that they can learn, can change their practices -- this will build their confidence. So make sure that when you identify that one behavior you'll coach the teacher on it is within the teacher's Zone of Proximal Development. Applying this concept of the ZPD is very useful when working with adults as well as kids. So it can't be too hard -- because what's really important at this stage is for the learner to feel successful, to be reminded that she can learn.
3) As Jadi suggests, I also agree that this slice of learning--the skill that the teacher will work to refine -- needs to be something the teacher has input into. It's essential that they feel they have agency in their learning -- they need to be able to weigh in on choices and help determine what they'll work on. They have to be fairly invested in their learning in order to be successful.
It is really hard to coach someone who needs support in every aspect of teaching. I'd also encourage you to do on a serious search for every asset this teacher has. You'll need it as a coach -- to manage your own internal chatter and judgment--and you'll need it in order to build on what's already there. Everyone has something to build on--it's our job as coaches to surface and find their assets.
I guess in the end it doesn't really matter what the "thing" is that you coach them on, especially when they need help in many areas -- what's more important is that they experience the process of coaching and learning as a positive one, that they see themselves as capable learners, and that you see their strengths and potential for growth.
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I agree with J Tiggs. Although I am a STEM focused instructional coach, I have to pick the most logical first step that will have the greatest impact on instruction. For example, although classroom management is not STEM focused, I sometimes need to start there if I think it will impact the classroom the most. I color code my scripts after observing a lesson to help hone in on the most important thing. I hi-light teacher talk in pink, student talk (productive) in blue, activities in green, questions in yellow, and behavior management in orange. It is a great visual.
I agree that high impact strategies, probably classroom management are a great place to start. I'd also recommend having the teacher make a choice about where he/she would like to start within some options.
My thought would be to figure out what would have the most positive impact on students. If you take one goal at a time, it might be easier for that person to wrap their head around actually doing. The person could become even more overwhelmed that I suspect they are if given too many foci.
I'd start with a review of the teacher's strengths and areas that are challenges. When completed I'd also ask the teacher if he/she would be open to my observations to add to the strengths/challenges review.
Once we've generated the list, I'd ask the teacher, "Of all the things we've noted, which one is most important to you to work on?" I'd also probe more deeply about "what's important about that particular area?"
Then, we'd work out a plan as to how to go about working on that area as well as visiting the other areas.
My goal as a coach is to make sure the teacher feels completely in charge of what's important.
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