Flexibility, Respect, and Accountability

Reflects on one’s own biases and perspectives of adult learning to help maintain objectivity, respect, and flexibility with learner(s) throughout interactions with educators

• Definition: Biases refer to our tendencies to unfairly favor, believe, or act on something over the available alternatives. For this competency, biases are specifically about coaching and adult learning strategies. Coaches should take time to remember that every individual learns in their own way, and that a coach’s preferred approach may not be how a practitioner learns best. Being objective (i.e., neutral), respectful, and flexible can go a long way in helping practitioners learn and apply new concepts.

Understands that individual and/or cultural differences (e.g., national origin, age, professional status) can impact learning preferences, and shows consideration for differences when developing strategies to meet the practitioner’s needs

• Definition: Individual and cultural differences include people’s backgrounds, beliefs, and personal characteristics that can influence their learning and teaching preferences. Coaches can acknowledge individual and/or cultural differences by asking practitioners questions about their backgrounds, experiences, and previous training. This can be a helpful starting point for coaches to carefully think about how their own coaching practices and strategies meet practitioners’ needs. Coaches should be careful not to make assumptions about the practitioners they work with.

Shows respect to all learners and avoids using any verbal or nonverbal characterizations of diverse individuals or groups

• Definition: Respect is a vital and foundational component of a positive coach-practitioner relationship. There are many different ways that a coach can signal respect, or disrespect, to practitioners. Coaches show respect when they value individuals’ perspectives, skills, and experiences and avoid assuming that all members of a particular group have the same characteristics and abilities. 
  • Disrespectful coaching behaviors may look like:
    • Belittling or harshly criticizing a practitioner’s comments, concerns, or current practices
    • Using a condescending tone, assuming the practitioner has a low level of knowledge or understanding
    • Not making eye contact (or making intense eye contact); or
    • Not paying attention when a practitioner is talking

Shows flexibility by making accommodations for practitioner preferences that do not alter the content and effectiveness of the training or coaching

• Definition: Coaches can show flexibility by making accommodations for practitioners. By making accommodations for practitioners’ preferences, coaches can demonstrate that they respect practitioners as learners and are open to the practitioners’ suggestions. This can help practitioners feel more autonomous over their own learning. Flexibility can look a lot of different ways.
  • When showing flexibility, you might say things like:
    • “What part of our action plan for today would you like to get started on first?”
    • “Would you prefer to talk about this in person or on a video call?”
    • “Are you comfortable with me jumping in during this lesson, or do you prefer to see it all the way through?”
    • “You mentioned you’re interested in learning more about this content area. Would you like to prioritize that area for our next session?”

Respects the practitioner’s authority in the classroom (e.g., refrains from unnecessary interruptions during instruction or interactions)

• Definition: When taking on the role of “coach” and viewing practitioners as “learners,” it can be easy to lose sight of their professional authority. Authority describes the leadership roles that naturally extend from a job position, such as a director’s leadership over a center and a teacher’s leadership over a classroom. Showing respect for practitioners’ authority promotes a positive working relationship and signals that the coach respects their professional autonomy. 
  • So, what does it look like to show disrespect for a practitioner’s authority? Let’s look at a few examples:
    • Dictating or dominating the direction of a planning session or not allowing the practitioner to provide input 
    • Taking over a lesson or interaction unexpectedly
    • Arriving at unscheduled times or not showing up at the scheduled time
    • Bypassing a director’s guidance and doing what you feel is “best”
    • Disciplining or giving instructions to children that contradict the practitioner’s classroom management

Shows respect by moving on once learner demonstrates understanding (i.e., avoids repeated explanations or demonstrations of concepts the practitioner has grasped)

• Definition: As a coach it is important to recognize the practitioner’s level of understanding. Not overexplaining or repeating information the practitioner is already familiar with shows that the coach acknowledges the practitioner’s competence in a given area. 

Recognizes and responds sensitively if practitioner shows discomfort or resistance

• Definition: Coaches may encounter practitioners who show resistance, reluctance, or discomfort when trying a new practice, modifying an existing practice, or accepting feedback. Practitioners may have many different reasons for responding this way. For example, it can feel scary to try something new, or the practitioner may simply not understand why they should do something a different way. It is important to be aware of their verbal and nonverbal cues to assess how a practitioner may be feeling.  
  • Examples of what a coach might say if they notice discomfort or resistance:
    • “We might be going a little fast. Let’s stop for a moment and talk about how you’re feeling.”
    • “Are there any parts of my feedback that you are feeling uncertain about?”
    • “I noticed you’ve missed a couple coaching calls. In an ideal situation, what does coaching look like for you? I’m thinking I can make some adjustments.”

Shares leadership during activities intended to increase practitioner problem-solving and decision-making skills

• Definition: Coaches should work collaboratively with practitioners on specific goals, which can help improve practitioners’ problem-solving and decision-making skills. Shared decision-making processes can provide practitioners with more ownership over professional development goals and instructional practices.
  • Examples of sharing leadership include:
    • Encouraging the practitioner to take the lead during implementation (e.g., leading a lesson, leading a professional development training)  
    • Allowing the practitioner to communicate their own priority areas that they would like to focus on during 1:1 or in-class coaching sessions (e.g., hiring staff, identifying training opportunities)
    • Encouraging the practitioner to take the lead during planning sessions or decision making

Ensures that personal content knowledge is deep enough to support practitioners, and connects those who need additional information with the right resources

• Definition: Coaches who have deep content knowledge build understanding across several areas, including:
  • Developmentally appropriate practices from birth through the early school years
  • Specific state or program standards
  • Emerging research that informs best practices for supporting children and building a positive workplace climate for practitioners
• Coaches should be prepared to share learning resources with practitioners who may need additional information.

Refrains from promising answers that will not be delivered, and informs practitioner(s) when an exact answer is not known

• Definition: It is inevitable that coaches will be asked questions they do not know the answers to. In order to build trusting relationships with practitioners, it is important for coaches to be transparent about not having all the answers. Keeping the promises made with practitioners builds credibility in coach-practitioner relationships.

Solicits and accepts critical feedback about one’s training or coaching style, demeanor, and content, then integrates feedback to improve the quality of practitioners’ experiences

• Definition: Asking for and accepting feedback from others (e.g., practitioners, supervisors, colleagues) can be one way to improve coaching practices, demeanor, and content.
  • Here are examples of ways to ask feedback:
    • Invite a colleague or supervisor to observe a live or recorded coaching session.
    • Create and distribute surveys about coaching practices (including practices that are perceived as effective and ineffective).
    • Host a group work session with fellow coaches to discuss specific scenarios or interactions.