1.
Coaching
Coaching takes time to organize and takes various forms, but is is commonly conceived
as a means of providing professional support for teachers through discussion about their
practice. Teachers learning and development underpins school improvement and
provides a vehicle for raising achievement and attainment. In order to plan coaching, it
is useful to review first the current context of coaching and the nature of existinf activity
in school. Moreover, as a principal, I will try some of these effective coaching practices
in school.
Observation
-Observation refers to direct monitoring of the teacher in a learning environment. The
primary purpose of observation is to enable a coach to engage in other coaching
practices such as modeling or providing performance feedback For example,
observation allows the coach to collect data on the teacher’s use of an evidence-based
practice; or, it may provide opportunities for the coach to model the use of that same
evidence-based practice. Given that observation is considered as the entry point for
using other coaching practices, it is often studied in tandem with other coaching
practices
Modeling
Modeling occurs when a coach demonstrates how to use the practice. Modeling is most
typically used by a coach when a teacher is not correctly using a practice with the
learner or does not know how to use that practice. However, modeling may also occur
when learners are not present (i.e., during a training or during a postobservation
meeting with the teacher). The primary purpose of in-classroom-situated modeling is to
help the teacher better understand how the accurate use of a practice “looks” and how
it impacts the performance of the learner.
Performance Feedback
Providing performance feedback is a third critical coaching practice and entails the
coach’s presentation of data to the teacher on his or her teaching practice. Providing
this type of feedback is highly effective in improving early childhood teacher practice as
well as K-grade 12 teacher practice and learner outcomes. In fact, giving feedback is so
effective in improving teacher practice
and K-grade 12 learner outcomes that it is considered by some researchers as an
evidence-based practice. Some studies of performance feedback also suggest early
learning outcomes may also improve.
2. Mentoring
Principal effectiveness is fundamental in achieving high-performing schools. Principals
are more than simply supervisors. They required to build relarionships to his/her
subordinates. Mentoring refers to relationships were more experienced individuals
share their skills and knowledge with other less exprerienced practitioners. There are
informal and formal structures that support mentoring. Mentors observe the classroom
teaching of their mentees on a regular basis and vice versa. The menteed observe their
mentors' classes so they can learn and work on identified aspects of their teaching.
3. Technical assistance
Having a supportive principal can make all the difference for a teacher. Teachers want to
know that their principal has their best interests in mind. One of the main duties of a
principal is to provide ongoing, collaborative teacher support. The relationship between
a teacher and a principal has to be built on a foundation of trust. This type of
relationship takes a lot of time to build. Principals must slowly cultivate these
relationships while taking the time to get to know each teacher's strength and
weaknesses.
Teachers should be given time to work together in a collaborative effort. This
collaboration will strengthen relationships among your faculty, provide new or
struggling teachers with an outlet to gain valuable insight and advice, and allows
teachers to share best practices and success stories. The principal becomes the driving
force in this collaboration. They are the one who schedules the time to collaborate and
sets the agenda for these times. Principals who reject the importance of peer
collaboration are selling its value far short.
Teachers are people, and all people go through difficult times both personally and
professionally at some point in their lives. When a teacher is going through a difficult situation
personally (death, divorce, illness, etc.), a principal should give them 100% support at all times.
A teacher going through a personal issue will appreciate any support their principal shows
during this time. Sometimes this could be as simple as asking them how they are doing and
sometimes it may be necessary to give them a few days off.
Teachers hate it when principals are inconsistent especially when dealing with student
discipline or parent situations. A principal should always try to be fair and consistent with their
decision making. Teachers may not always agree with how you handle situations, but if you
establish a pattern of consistency, then they will not complain too much. For example, if a 3rd-
grade teacher sends a student to the office for being disrespectful in class, check your student
discipline records to see how you have handled similar issues in the past. You do not want any
teacher to feel like you play favorites.
4. Evaluating and Mentoring teachers performance
Evaluati ng teachers is part of the regular rhythm of the school year, but it can also be
a valuable moment for administrators to improve instructi on and learning, writes
Denisa R. Superville.
Visit classrooms frequently—not only when you do a formal evaluati on. “Principals
can spot strengths and weaknesses in instructi onal methods and classroom
management, and provide the teacher early opportuniti es to make adjustments,” she
writes. Short and early visits with low-stakes feedback loops can also tamp down
anxiety for teachers when it is time for formal evaluati on.
Don’t get caught up in the “compliance mindset.” While formal evaluati ons may be a
mandatory part of an annual review, try to stay creati ve and flexible. Consider
approaches and observational strategies that fall outside of the mandated
requirements, and use the data you collect in observati ons to create an acti onable
plan.
Provide your feedback to educators “as soon as possible so they can start acti ng on
shortcomings that you picked up—or fi nd out what they did right.”
Encourage teacher input. Before an evaluati on is fi nalized, ask for a teacher’s
feedback on how they thought the class unfolded. Incorporate their perspecti ve into
a formal assessment where possible. In Delaware, teachers can write a self-
evaluati on aft er receiving their principal’s assessment but before they meet to
discuss. The self-reflection gives teachers an opportunity to process the feedback of
the principal while providing their own assessment of the observati on.
Create opportunities for growth. Conduct a debrief conversati on that includes
specific strategies the teacher can practi ce so that she leaves the room with an
acti onable plan.
