Narrator: Teachers, caregivers, and home visitors all want best outcomes for children. Practice- based coaching can help them achieve their goals, implementing a targeted set of practices. But for some, the thought of having a coach observe and provide feedback on practices is unsettling, even nerve-racking.
Lily Hutchinson: As all teachers feel, like, a coach is coming to our class. You're being observed. You will be doing this, and they will be sitting in your class. Somebody is in your classroom. It feels a little, like, scary or awkward.
April Bowen: It's natural for someone to be concerned about receiving coaching. I get it all across the board with my coachees, and I just want them to remember to keep an open mind, that it's a learning process for both of us.
Narrator: Dr. Lise Fox and her colleagues say a collaborative coaching partnership is foundational and critical, and easing any fears or concerns the person being coached might have.
Dr. Lise Fox: So a coach and a coachee decide they're gonna work together to help that coachee implement evidence-based practices or a set of defined practices, so it's very much about, "I'm gonna help you think about what practices to implement, support you in the implementation, help fine-tune that, tweak that, and make that happen."
Dr. Patricia Snyder: It's not about whether I like you as a person or whether we have a good relationship but rather, how we're collaborating together so that I can support your implementation of this set of identified practices, and so I think coaches appreciate the fact that we remove, if you will, this tension that often exists in coaching relationships and really talk about partnerships and partnering around the implementation of a set of identified practices that, again, are very transparent for both the coach and the coachee.
Narrator: Coaches say establishing the partnership is priority number one before any part of the cycle can begin.
Denise Perez Binder: So when I meet with a practitioner for the first time, I want them to feel completely comfortable and know that our time together is focused on creating outcomes for kids. I'm never there to evaluate them or judge them or to change any parts of their practices. I'm really there to support them so that we can get the best outcomes for kids, and I think it's super important that we lay that out ahead of time before we start all the other rubric of what we need to do together, but it's really important that we set that foundation.
Jennifer Harrington: To a new coachee, I would say, trust the process and know that the practice-based coaching framework really supports a partnership, and it's collaborative. So both the coach and the coachee are integral parts in this, and they both bring so much to the table, so it's not evaluative more as it is – it's a growth and development over time in enhancing their implementation of key practices.
Narrator: The collaborative partnership is transparent and coachee directed. Once firmly in place, the stage is successfully set for the cycle to take shape, shared goals and action planning, focused observation, and reflection and feedback.Close
The Practice-Based Coaching (PBC) model starts with creating a strong partnership between the coach and education staff. Learn what collaborative coaching partnerships look like in action and what it takes to develop a strong partnership. Watch this video clip to see reflections of a coach and teacher forming a collaborative partnership. Find out how this partnership successfully paves the way for the steps that follow in the PBC cycle: shared goals and action planning, focused observation, and reflection and feedback.