Reflection on Experiential Learning Activity as an Instructional Coach

This experiential learning activity in Weeks 2 and 3, where I had the opportunity to be an instructional coach for a well-experienced teacher, has been a transformative and enlightening experience. Going into this activity, I anticipated a more straightforward process of critiquing the teacher's work and highlighting areas for improvement. However, as I delved into the preparation process, I quickly realized that the coaching journey would be much more complex, professional, and goal-oriented.

One of the most significant deviations from my prior expectations was understanding the true essence of instructional coaching: collaboration, partnership, and meaningful conversations. Initially, I was unsure of how I could offer valuable solutions to a teacher with over 20 years of experience. However, I remembered the importance of resisting the temptation to give advice, as Jim Knight wisely advises, "To ensure that teachers do a lot of thinking, coaches need to resist the temptation to give advice"(Knight, 2022). Instead, I embraced the power of meaningful conversations and guided the teacher towards discovering her own solutions.

A memorable moment during this process was when the teacher started finding her own solutions and actively engaged in the conversation. She would say things like, "I should have done this like this, what do you think?" It was incredible to witness her excitement and sense of ownership over the solutions we uncovered together. Through this collaborative approach, we were able to find meaningful solutions and chart a way forward.

One of the successes I experienced throughout the experiential learning activity was establishing achievable goals with my coachee during the pre-observation meeting. As Knight emphasizes, "A powerful goal that is too difficult to implement won't have any impact on student learning or well-being" (Knight, 2022). By setting realistic and attainable goals, we ensured that our coaching efforts would directly impact student learning outcomes. Additionally, utilizing observation protocols and instruments proved beneficial in fostering organization and collecting accurate data to identify the reality of the teaching practices of my coachee.

However, time constraints posed a significant challenge throughout the coaching process. The teacher was occupied with end-of-year responsibilities, making scheduling and finding sufficient time for coaching sessions difficult. Despite this challenge, we persevered and made the most of the available time to prioritize areas of support based on the teacher's unique needs.

Through this experiential learning activity, I discovered strengths in my ability to observe and identify student production behaviors. The teacher expressed amazement at the level of detail I provided, even noticing the smallest details, such as a distracted student persistently playing with a coin during instruction. This particular observation highlighted the need for the teacher to improve her redirection techniques and address disruptions effectively. Recognizing my strength in observation reinforced my confidence as an instructional coach and affirmed the value I bring to the coaching process.

Looking forward, I aim to enhance my skills in identifying reality and helping teachers pinpoint areas for improvement. Accurate observations and data collection are crucial in providing meaningful support, and I recognize the importance of this step in the coaching process. Additionally, I intend to incorporate more frequent observations in my future coaching endeavors. As Barkley notes, "Frequent observations are often more important than long observations," (Barkely, 2010). This approach will allow me to observe specific skills multiple times, enabling me to provide targeted feedback and strategies for improvement to the teacher.

To someone preparing for a similar experiential learning activity, I would advise them to invest time in preparing pre-observation, observation, and post-observation protocols, instruments, or checklists. These tools are invaluable in maintaining a professional, focused, and goal-oriented coaching process. They provide structure, guide observations, and ensure the coaching efforts align with desired outcomes.

Looking back on my Week 1 infographic and previous understanding of instructional coaching, I am astounded by how much my understanding has evolved in just three weeks. My knowledge of instructional coaching has transformed from abstract understanding to hands-on, practical experience. Through actively engaging as an instructional coach, I have gained a deeper appreciation for the complexities, challenges, and rewards of the role.

This experiential learning activity has reinforced the importance of building trusting relationships with teachers and fostering a collaborative coaching partnership. I have learned that effective coaching goes beyond providing advice or directives; it involves empowering teachers to think critically, problem-solve, and take ownership of their professional growth. By creating a safe and supportive environment, I can help teachers explore possibilities, reflect on their practice, and develop their own solutions.

Furthermore, I have come to understand the significance of collecting and analyzing data to demonstrate the impact of coaching on student learning outcomes. As an instructional coach, it is essential to align coaching goals with the broader context, lesson, and school objectives. This experience has emphasized the need for ongoing assessment, reflection, and adjustment of coaching strategies to maximize their effectiveness to meet the coachee’s desired goals and needs.

Throughout this experiential learning activity, I have learned that instructional coaching is a dynamic and ever-evolving process. It requires adaptability, flexibility, and a commitment to continuous learning. As an instructional coach, I must stay abreast of current educational research, best practices, and emerging trends to provide relevant and effective support to teachers and this is well achieved by my activeness in the Online PLN.

In conclusion, this experiential learning activity as an instructional coach has been a transformative journey in my understanding of Instructional coaching. It has exceeded my initial expectations and provided me with valuable insights and growth opportunities. I have learned the importance of collaboration, meaningful conversations, and empowering teachers to become agents of their own professional development. Moving forward, I aim to enhance my skills in identifying reality, providing targeted feedback, and facilitating impactful coaching conversations. By continually refining my coaching practices, I aspire to make a positive and lasting impact on teacher growth and student learning outcomes, and on those I will ever lead in any position of influence.

References

Barkley, S. G. (2010). Quality Teaching in a Culture of Coaching (2nd ed.). Corwin.

Knight, J. (2022). The definitive guide to instructional coaching: Seven factors for success. ASCD.

Knight, J. (2018). The Reflection Guide to The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching (1st ed.).