Communication

Maintains a positive, approachable, and attentive demeanor during classroom/site visits or coaching sessions

• Definition: Coaches should take care to maintain a positive (or neutral) and attentive demeanor with the practitioners they work with, as it is a way to build a trusting relationship with teachers and directors. Being conscious of demeanor and body language can go a long way in maintaining positive relationships with practitioners, who may look to coaches for assurance and guidance.
  • Examples of positive/neutral and attentive demeanors:
    • Sitting in an upright position facing toward the teacher
    • Giving eye contact
    • Nodding to provide assurance that you are listening
    • Smiling

Creates and sustains a safe learning environment that encourages experimentation with new ideas, reflection on practices, and questioning

• Definition: Establishing a safe learning environment can allow practitioners to feel comfortable trying out new practices. Coaches can empathize with practitioners about how uncomfortable it can be to experiment with new strategies, but they should continually strive to promote psychological safety by being supportive and reassuring. This ultimately helps to establish an environment of trust. A practitioner should never feel worried that a coach will punish or embarrass them for asking questions or trying a new practice.

Uses verbal and nonverbal language that is positive in content and tone

• Definition: Coaches should always be aware and attuned to how they communicate verbally and non-verbally with school personnel. Maintaining a positive (or neutral) and attentive demeanor with the school personnel they work with can create a space in which practitioners feel safe and supported. 

Values the practitioner by responding sensitively to practitioner’s comments and questions

• Definition: This competency builds on previous competencies by having coaches take the extra step of incorporating practitioners’ comments/questions in their responses and support. Coaches may start by first listening to the practitioner’s comments and questions and then spending time following up on the comment/question(s) by offering guidance, practical solutions, or identifying additional support. 

Encourages the practitioner to talk about their own interests and challenges

• Definition: It’s important for coaches to take the time to learn about practitioners’ specific interests or challenges. Asking follow-up questions signals to the practitioner that the coach is curious and invested in continuing the conversation and exploring potential solutions. When coaches encourage practitioners to talk about their priorities, coaches are able to be responsive by matching their feedback to practitioners’ current needs. 

Provides positive encouragement to motivate the practitioner to try new strategies and/or practices or persist when implementation challenges arise

• Definition: Coaches can encourage practitioners to try new strategies and/or practices by discussing the benefits of a particular strategy. Alternatively, coaches may need to provide positive encouragement when implementation challenges arise (e.g., lesson did not go as planned). 
  • Here are examples of what positive encouragement can look like: 
    • “You really did a great job calling on several children to answer. Lets try using equity sticks next time to make sure that each child gets a turn.”
    • “You did an awesome job collecting several items that children could use for this lesson. Next time, try limiting the number of options you have. By limiting the number of items you have, you will prevent the children from getting distracted.”
    • “I really liked how you tried to get their attention before starting the lesson. What if next time you also try…”

Reinforces existing positive practices by providing specific feedback (e.g., highlighting the connections between teaching behaviors and child response and understanding, connections between staff development plans and increased staff qualifications)

• Definition: An important type of specific positive feedback is helping practitioners to make connections between practices and responses. That is, simply saying “great job” is not an example of positive specific feedback. However, connecting a specific behavior or practice with outcomes/responses (e.g., child engagement, increased staff development) is a great way to provide practitioners with specific positive feedback. Reinforcing positive practices can encourage practitioners to continue implementing those practices. 

Allows practitioner time and space to talk by avoiding heavy reliance on summary or declarative statements

• Definition: Coaches should be mindful of how much they talk during interactions, as it is very important to hear and respond to the perspective of the practitioner. Coaches may want to immediately summarize what happened and provide corrective feedback. But active listening is just as important as talking. Allowing the practitioner time and space to talk establishes a climate of trust and often uncovers important information, perspectives, or challenges for which the coach can provide support.