Circular Approach to Coaching

Traditionally the position of a coach has been a part of a linear continuum of teacher-coach-supervisor and as such has been seen as a stepping stone to other positions. When a coach didn’t meet the expectations, they were returned to a teacher position. While often not a demotion in terms of salary, removal of a coach and assigning him/her in the classroom has been viewed as a move down in the hierarchy and associated with failure.

I propose that we consider looking at coaching in a more circular way. At the heart of this approach, is the idea that each pedagogue should have an equal chance to become a coach on the basis of his/her teaching skills, knowledge and the willingness to serve in this position for a maximum of one year. In other words, being a coach would become a part of a learning and self-reflecting cycle which any willing teacher would have the opportunity to go through. The teacher would be able to move in and out of the coaching position, grow, learn and experience educational process from different perspectives. To be successful, this system would require that all staff be officially informed of the opportunity to be considered for the coaching position and those not chosen will have the opportunity to apply again the following year.

The criteria for selection would include: minimum of 3 years of teaching service, professional portfolio documenting work done with students and work done with adults, evidence of implementation of school-wide initiatives, evidence of professional growth (workshops, training etc.), evidence of facilitating at least one workshop in the course of the year, evidence of collaborative work and planning with other staff members.Candidate would be required to participate in a two-step interview process including: portfolio presentation, facilitating a problem-solving focus group consisting of teachers and an interview with the principal.

By re-framing coach position this way we will accomplish the following:

• Motivate teachers to be lifelong learners and to document their learning with portfolios.
• Build coaching capacity by having a large number of teachers who have taken turns coaching and teaching.
• Remove the stigma of “not making it” as a coach or becoming a coach to “get away from the classroom”.
• Build higher personal and collegial expectations for teachers.Raise the competitive and collaborative spirit among staff.
  

What do you think of this approach?