Does it matter if teachers like you?
A 2008 study [link] from the University of Virginia found a fascinating correlation between relationships and perceived challenges.
The study involved placing participants wearing heavy backpacks at the base of a hill and asking them to estimate the steepness of the incline. Surprisingly, participants who were standing with a friend gave lower estimates of steepness compared to those who were alone. This suggests that the presence of a friend can influence our perception of difficulty, making it seem less daunting than it actually is. Furthermore, the researchers found that stronger and closer friendships had an even greater impact on participants' perception of difficulty. Those with stronger relationships perceived the climb up the hill as easier compared to individuals with weaker relationships.
These findings shed light on the importance of establishing trust and building strong social connections even in our teacher-coach relationships. Through their expertise and experience, instructional coaches help educators navigate challenges, refine instructional strategies, and improve student outcomes.
While these things in and of themselves may not just be difficult, they can also be deeply personal to a teacher. And teachers do not want guidance or feedback from someone they do not trust.
So, in this post, we will examine:
How to Determine Teacher Perception of the Relationship
Strategies for Building Trust with Teachers
Ways to Foster Positivity and Encouragement
The Power of Perception: How Teachers Perceive Instructional Coach Support
Understanding how teachers perceive instructional coach support is crucial for optimizing coaching programs and maximizing their impact. Some perceptions are formed based on the person while others might be based on the role of an instructional coach itself. By gaining insights into teacher perceptions, coaches can tailor their approach to better meet the needs and preferences of individual teachers.
To determine how teachers perceive you as an instructional coach, several strategies can be employed:
1. Surveys: Administering anonymous surveys to teachers can provide valuable feedback on their perceptions of your coaching support. The survey questions should focus on specific areas such as the effectiveness of your guidance, the clarity of communication, and overall satisfaction with the coaching experience.
2. Feedback sessions: Conducting one-on-one or group feedback sessions with teachers allows for open dialogue where they can express their thoughts and opinions about your coaching style. Encourage them to share both positive experiences and areas where improvements can be made. It is helpful to ask the teacher either before or at the beginning of a one-on-one meeting if they would be willing to provide feedback at the end of your session about your coaching style or some particular element of the meeting.
3. Classroom observations: Actively observing teachers during their instruction provides a firsthand understanding of their perspectives on your support. Pay attention to non-verbal cues, engagement levels, and any changes in teaching practices that may indicate how they perceive your coaching presence.
4. Peer-to-peer discussions: Engaging in conversations with administrators who work closely with the same group of teachers can offer additional insights into how you are perceived by them. They may have observed interactions or received feedback from teachers that could shed light on their perceptions. Be sure that in asking for insight on the teacher’s perception of your work together that you do not move into a conversation that would break any coaching confidentiality policies in place.
5. Reflective practices: Regularly engaging in self-reflection allows you to critically evaluate your own performance as an instructional coach. Consider recording coaching sessions (with consent) to review later for areas that may need improvement or fine-tuning based on teacher perceptions. Some questions you might ask yourself about your observations of the teacher’s verbal and non-verbal cues might include:
How effectively did I communicate with the teacher during the coaching session?
What were the teacher's verbal cues? Did they indicate understanding or confusion?
How well did I respond to the teacher's non-verbal cues? Did I pick up on any signs of frustration or engagement?
Did my coaching strategies align with the needs and preferences of the teacher?
By utilizing these methods, you can gather valuable information about how teachers perceive you as an instructional coach. This knowledge will enable you to adjust your approach accordingly, fostering a more effective and supportive coaching relationship that ultimately benefits both educators and students alike.
Building Trust with Teachers: Strategies for Instructional Coaches
Building trust is crucial for instructional coaches to effectively support and collaborate with teachers. By implementing trust-building strategies, coaches can create a safe and non-judgmental environment where teachers feel comfortable sharing their challenges and seeking assistance. Here are some effective strategies for building trust with teachers:
1. Develop active listening skills. Coaches should actively listen to teachers' concerns, ideas, and perspectives without interrupting or imposing their own opinions. This demonstrates respect and shows that the coach values the teacher's input. Here’s what active listening looks like:
Provide your undivided attention to the speaker. This means minimizing distractions and focusing solely on what the teacher is saying.
Seek to understand the message being conveyed by observing non-verbal cues such as body language and tone of voice. These cues can provide valuable insights into the speaker's emotions and intentions.
Reflect. By paraphrasing or summarizing what the teacher has said, coaches can ensure that they have understood correctly while also allowing for clarification if necessary.
2. Create a safe and non-judgmental environment. Coaches should foster an atmosphere where teachers feel free to express themselves without fear of criticism or negative consequences. There are several key strategies that coaches can employ to achieve this:
Maintain confidentiality. Coaches must ensure that anything shared by the teachers remains confidential. This means respecting their privacy and only discussing sensitive information if it is absolutely necessary for professional development purposes.
Be empathetic. Demonstrating empathy is essential in creating a safe environment. Coaches should actively listen to teachers' concerns, validate their feelings, and try to understand their perspectives without judgment or personal bias. 3.
Suspend judgment during conversations with teachers. This means setting aside personal biases or preconceived notions in order to truly hear and understand what the teacher is expressing.
Encourage open dialogue. Coaches should actively encourage teachers to share their thoughts, ideas, and concerns openly without fear of reprisal or judgment. Creating opportunities for open dialogue can foster trust between the coach and teacher, leading to more productive coaching sessions.
Provide constructive feedback. When offering feedback, coaches should frame it in a way that helps the teacher grow professionally rather than attacking them personally or making them feel judged negatively. Feedback should be specific, actionable, and focused on strengths as well as areas of improvement.
3. Be reliable and consistent. Following through on commitments, providing timely feedback, and being approachable are key elements in establishing credibility and building trust. Here are a few thoughts on being reliable and consistent in your approach:
Follow through on commitments. This not only builds trust with others but also establishes a reputation for dependability.
Provide timely feedback. When you promptly respond to inquiries, requests, or concerns from others, it shows that you value their time and are dedicated to addressing their needs. This level of responsiveness contributes to building trust and confidence in your abilities.
Be predictably approachable. By being predictable in your approachability, teachers can feel confident that they can turn to you for support when they need it. They want assurance that you will welcome their concerns or questions with empathy and understanding. Being predictable also helps create a comfortable environment where teachers feel safe to share their challenges without fear of judgment or negativity. On the other hand, unpredictability can lead to distrust. If teachers are unsure whether you will be receptive or dismissive when they come to you with a challenge, it may discourage them from seeking your help altogether.
Overall, by employing these trust-building strategies such as active listening skills and creating a safe environment, instructional coaches can cultivate strong relationships with teachers that promote collaboration, growth, and ultimately enhance student learning outcomes.
Celebrating Successes: Recognizing and Acknowledging Teacher Growth and Accomplishments
Recognizing and celebrating the successes of teachers is an essential aspect of fostering a positive and supportive educational environment. By acknowledging the progress made by teachers in overcoming challenges, we not only boost their morale but also inspire them to continue their professional growth. One of the greatest gifts we can give to teachers is to make them feel valued for their hard work, dedication, and commitment.
There are various ways to celebrate teacher successes and acknowledge their growth. This may include public recognition through awards, newsletters or announcements highlighting specific achievements, or sharing success stories during staff meetings or professional development sessions. However, for many adults, the most appreciated way to acknowledge them is privately and specifically … share a handwritten note or send a thoughtful email that includes 1-2 particular qualities or actions you have appreciated in that person. And remember to celebrate what may seem like small wins or accomplishments for some because in reality, those might be huge victories for others.
By celebrating teacher successes and acknowledging progress made in overcoming challenges, we not only uplift individual educators but also create a positive ripple effect throughout the entire school community. It fosters a sense of camaraderie among colleagues, promotes continuous improvement in teaching practices, and ultimately enhances student outcomes.
Conclusion: Instructional Coaching Relationships Empower Teachers for Effective Classroom Practice
In summary, sustaining a supportive coaching relationship over time is essential for empowering teachers. By providing them with the necessary social support, we can help them navigate challenges with confidence and resilience while positively impacting student learning outcomes, making the mountain that lies ahead of them feel less like a struggle and more like a challenge.
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