Validating Teachers- Reflections from my First Year Coaching

Post-observations are possibly my favorite part of instructional coaching.  I feel like they are an artful dance in which I have to master the balance of validating teacher’s efforts and instructional skills while encouraging reflection and improvement.  I am always the most nervous when sitting down with a teacher with whom I have yet to build a solid relationship.

         Yet, coaching is not always as organic as it would ideally be.  Sometimes the district’s model is set up so that teachers have to complete observations before an authentic partnership is built.  So, on this day I was particularly frustrated when sitting down with a middle school teacher for a post-observation.  I really get discouraged when I feel that these meetings with teachers are just hoops to jump through so that they meet the requirement of “collaborating with their coach.”

         As we sat down, the teacher told me that she had received the observation paperwork I had sent her and after reading through it should could hardly contain her emotions.  She had called a friend in tears telling her friend how great it was to hear positive feedback on her teaching.

         Now, I have to be honest. I was truly confused. Tears?  I thought back to what I’d written.  “Teacher circulates the room to check for understanding . . . Teacher calls on students randomly . . . Students are engaged and on task.”  Surely these comments did not evoke such emotion.

         But then she went on. “All these years I have been teaching, and I’ve never known if I was a good teacher or not.  This is the first time I have really gotten feedback that the things I am doing in my classroom are working.  Now I think I’m brave enough to have you come observe where I really need help:  sixth period. I just don’t know how to get them under control at all.”

         Then it hit me. Teaching can be such an isolating job.  We close the doors to our classrooms and hope that we are doing the right thing, but rarely does anybody give us concrete feedback and a much needed pat on the back.  It doesn’t take much to fill a teacher’s cup.  A simple “Yup- that’s exactly how you do it. Great job!” can move mountains.  Some of the most profound things we do as coaches can appear to be a hoop at first glance. 

         I think differently now about those “hoops” we sometimes jump through.  They are not hoops at all really, but investments in teachers.  While a routine observation may not drastically change instruction, it may instill in teachers feelings of confidence and validation.  And teachers who feel acknowledged for the great things they do also feel empowered to do more.