“We're just building!”: a study of collaborative coaching interactions

LeeKeenan, Kira

doi:10.1108/ijmce-02-2019-0014

Cited by 3 publications

(1 citation statement)

References 36 publications

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“…New coaches need to learn to clarify their role for the teachers they work with. Open‐ended reflective questions, the ability to model uncertainty, and to listen intently are a few ways new coaches might support relationship building with teachers (LeeKeenan, 2020).…”

Section: Recommendationsmentioning

confidence: 99%

From Teacher to Literacy Coach: Negotiating Roles and Learning on the Job

Ruesink,

Teichert

2023

The Reading Teacher

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This paper responds to Ippolito et al.'s (2021) “wonder,” “What preparation and in‐service support do coaches need to become systems thinkers, thought leaders, and change agents within their schools” (p. 182) by describing the obstacles and complexities experienced by two first‐year literacy coaches as they transitioned from classroom teacher to coach. They described challenges related to adult learning principles and communication (e.g., questioning) and understanding their role and position when working with teachers. Ultimately, they wanted to feel valuable to teachers but did not know what that looked like. The findings from this paper highlight the need for specific training in negotiating roles within relationships and adult learning principles. Coaches must understand adult‐centered communication and receive ongoing professional learning to develop a repertoire of adult communication strategies that will help them work with a broad swath of teachers.

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Section: Recommendationsmentioning

confidence: 99%