Coaching provides a quiet space to think aloud, without the peripheral noise usually going on in one’s head.
In my up-skilling session with Di, I notice the familiar elements of coaching practice as well as the style and skills of the coach, intertwined with my own reflections about who I am as a person, an educator and a coach. What are my strengths? What am I comfortable with? Where do I want to go? How might I move forward? What might my next steps be?
The parallels in good teaching practice are apparent! A responsive, ‘assessment capable,‘ teacher is essentially a growth coach. They notice, without judgement, what’s been revealed and consider how best to respond in order to support the learner to progress.
A self-determined, ‘assessment capable‘ learner is both a coachee, guided by the thoughtful, intentional questions of the coach/teacher and a self-coach, making agentic decisions that drive their learning forward. What are their strengths? What are they comfortable with? Where do they want to go? How might they move forward? What might their next steps be?
A reflective teacher, ever seeking to develop their practice, might well ask themselves the same questions.