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Are you an instructional coach? If you are, then who’s the one person you want in your corner, supporting your efforts? If you said, “campus principal,” you are spot on. Research shows that, without principal support, many initiatives at the campus level fail. Whenever I wanted to push a technology initiative for the good of students and staff, I visited the principal. My campus principal knew how to bring people together, to problem solve and collaborate.
在此博客条目中，让我们看一下校长可以支持教学教练的一些方式。我们将从将教练介绍给校园的三个重要方面。
＃1：培养文化和气候
如果您是校长，您将立即对学校的文化和气候负责。忽略前者的风险。在我职业生涯的早期，这个事实变得很明显。我可以与您分享这是怎么回事吗？
When a colleague and I visited a campus in an urban school district, we were both shocked at the wave of negativity there. We felt it as soon as we stepped into the building. The campus radiated an aura of despair and sadness. Teachers we met with confirmed the feeling.
How had this happened? Even though the principal appeared happy and positive, the underlying culture appeared broken. Trust was lacking. The only values that mattered were the principal’s. Finding out why was easy. Understanding how took years.
Image Source:文化和气候
As an instructional coach, when you step onto a campus, you must share the values and norms of that space. Without that shared culture, you will fail. One person who can introduce you, who can vouch for you, is a principal who is in tune with campus culture and climate.
Actions to Take
学校的气候和文化调解了校长对学习的影响（资源）。一些方法包括：
- Identify existing school culture before trying to change it.
- 制作culture(values) andclimate（行为）对所有人透明。
- 专注于长期文化目标以增强学习环境。
- Achieve real change when you start with school culture, rather than the way the school works.
文化和气候被束缚在一起。文化是学校的价值观和规范，而气候是行为。研究人员报告说，规范，价值观，仪式和气候都是文化的表现。一些人将文化定义为共同的规范，气候为共同的看法。
建立教练文化涉及关注不成文的规则。您正在转移价值观，规范，行为和实践。这些为传播教练的心态和实践所需的基础建立了基础。目的是确保教练成为校园身份的关键部分（改编自资源）。
A culture-sensitive principal can assist coaches in navigating the campus cosmology. That is, how everything at that campus came to be. That includes its origin, its development, and what the people there value, as well as how those values manifest themselves in the behavior of a campus. If you want to foster a culture of learning and growth, do what Jim Knight suggests. “Principals need to do what they expect their teachers to do,”吉姆·奈特说。
考虑一致地采取这些行动，随着时间的流逝而缓慢采用它们。
- 建模您希望老师制定的行动。
- 在更改之前，与员工一起工作以识别校园价值和行为。
- Adopt norms, values, and rituals together that reflect who you are as a campus.
- Immerse instructional coaches in the campus culture and climate.
#2: Embrace Evidence-Based Approaches
基于大脑的学习研究对我们在课堂上的工作具有强大的影响。但是他们也谈到了我们作为校园领导者的工作。吸引学生和员工的大脑，采用肯定的方法。努力在会议和互动中培养情绪和身体安全。经常进行沟通，块学习并使用协作探究。结合新的和不寻常的，以保持对帮助学习的活动的兴趣。文化响应式教学，，，，健康，，，，andSocial-Emotional Learning很关键。
适应以证据为基础,教学策略use in classrooms. The work of Mike Bell (author ofThe Fundamentals of Teaching）结合了约翰·哈蒂（John Hattie），罗伯特·马扎诺（Robert Marzano）等。结果是一种减少损害学习的低效实践的方法。贝尔将下面显示的三个区域汇集在一起，并提供了五步过程。
Image Source:视频，教学的基本原理
五步过程依赖于这些策略：
- 先验知识
- 提出新材料
- 设定具有挑战性的任务
- Feedback and improvement
- Repetition and consolidation
You can find a summary of these ideas and others in theAmazing Lesson Design Outline (ALDO)。It contains specific suggestions about strategies and digital tools.
Image Source:dianesweeney.com，经验教训：在混合和远程学习期间团队指导周期
#3: Clarify the Coaching Vision and Model
作为教学领袖，参与教练和校园工作人员，以澄清教练的愿景。决定特定的教练模型。这可能涉及以下操作：
- Articulate clear roles and responsibilities for coaches.
- Outline a menu of services.
- Set up a schedule for one-on-one, small group, and large-group coaching activities.
- 使用教练周期和汇报教练/老师来确定有效性。
- Avoid combining appraisal and coaching; keep them far apart.
“Create rich opportunities for teachers and coaches to work together,”黛安·斯威尼（Diane Sweeney）说。重点必须放在“关键策略或教学实践”上。她继续鼓励您跟踪学生如何与新练习结合在一起。
开始您的三个指南指导教练教练的旅程。您会发现谈判和对话可能是有力的，而且工作肯定。
