“研究”

您是教练吗？如果您是，那么谁是您想要的人，支持您的努力？如果您说的是“校长”，那么您就可以了。研究表明，没有主要支持，校园一级的许多举措都失败了。每当我想为学生和员工的利益推动技术计划时，我都会参观校长。我的校园校长知道如何将人们聚集在一起，解决问题和合作。

In this blog entry, let’s take a look at some of the ways principals can support instructional coaches. We’ll begin with three important aspects of introducing coaches to campuses.

#1: Cultivate Culture and Climate

If you are a principal, you are immediately responsible for the culture and climate of your school. Ignore the former at the risk of the latter. This truth became evident to me early on in my career. May I share with you how that happened?

当我和一位同事参观城市学区的一个校园时，我们俩都对那里的消极情绪感到震惊。一旦我们走进建筑物，我们就会感觉到它。校园散发着绝望和悲伤的光环。我们遇到的老师证实了这种感觉。

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.

图像来源：Culture and Climate

作为一名教学教练，当您踏上校园时，您必须分享该空间的价值观和规范。没有那种共同的文化，您将失败。一个可以介绍您的人，可以为您保证的人，是一位与校园文化和气候保持一致的校长。

Actions to Take

学校的气候和文化调解了校长对学习的影响（来源). Some ways to do that include:

• 在尝试更改之前，请先确定现有的学校文化。
• Make文化（值）和气候(behaviors) transparent to all.
• Focus on long-term cultural goals to strengthen the learning environment.
• Achieve real change when you start with school culture, rather than the way the school works.

Culture and climate are bound together. Culture is the values and norms of a school, while climate is the behavior. Researchers report that norms, values, rituals, and climate are all manifestations of culture. Some define culture as shared norms, climate as shared perceptions.

Building a coaching culture involves focuses on shifting unwritten rules. You are shifting values, norms, behaviors, and practices. These build the foundation needed to spread a coaching mindset and practices. The goal is to ensure that coaching becomes a key part of the campus’ identity (adapted from来源).

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。

• Model the actions you want teachers to enact.
• Work together with staff to identify campus values and behaviors before changing them.
• 采用规范，价值观和仪式，以反映您作为校园的谁。
• 在校园文化和气候中浸入教学教练。

＃2：拥抱基于证据的方法

Brain-based learning research has powerful implications for what we do in the classroom. But they also speak to our work as campus leaders. Engage the brains of students and staff with approaches that start positive. Work hard to cultivate emotional and physical safety in meetings and interactions. Communicate often, chunk learning, and use collaborative inquiry. Combine the new and unusual to maintain interest in activities that aid learning.Culturally Responsive instruction,wellness， 和社会情感学习很关键。

Adapt evidence-based, instructional strategies for use in classrooms. The work of Mike Bell (author ofThe Fundamentals of Teaching) combines John Hattie, Robert Marzano, and others. The result is a way to cut low-effect practices that detract from learning. Bell brings together three areas, shown below, and offers up a five-step process.

图像来源：Video, The Fundamentals of Teaching

The five-step process relies on these strategies:

• 前knowledge
• Presenting new material
• 年代etting challenging tasks
• 反馈和改进
• Repetition and consolidation

You can find a summary of these ideas and others in theAmazing Lesson Design Outline (ALDO)。它包含有关策略和数字工具的具体建议。

图像来源：DianeSweeney.com,Lessons Learned: Team Coaching Cycles During Hybrid and Distance Learning

#3: Clarify the Coaching Vision and Model

As the instructional leader, involve coaches and campus staff to clarify the coaching vision. Decide on a specific coaching model. This can involve the following actions:

• 阐明教练的明确角色和责任。
• Outline a menu of services.
• 年代et up a schedule for one-on-one, small group, and large-group coaching activities.
• Use coaching cycles, and debrief coaches/teachers to ascertain effectiveness.
• Avoid combining appraisal and coaching; keep them far apart.

“Create rich opportunities for teachers and coaches to work together,”says Diane Sweeney。The focus must be on “key strategy or instructional practice.” She goes on to encourage you to track how students progress in combination with a new practice.

Begin your journey to supporting instructional coaching with these three guideposts. You will find the negotiation and conversation can be powerful and work affirming.