Teacher Leadership Framework And Characteristics Of Effective Coaches

After examining the Teacher Leader Model Standards (Evenson, 2017), Teacher Leadership Framework (2009), and Characteristics of Effective Coaches (Killion & Harrison, 2006), I have determined there are many characteristics and aspects to effective educational coaches. The Teacher Leader Model Standards are a very basic and broad viewpoint of what teacher leader’s purpose and goals should include. The standards focus on collaboration, research, learning, improving, and advocating, which will all help teachers’ professional development to enhance student learning throughout the school district. The Teacher Leadership Framework breaks down the skills and knowledge for effective teacher leaders as working with adult learners, communication,

He or she should have the education in effective educational coaching in order to be able to share their expertise with colleagues and fellow educators. There also needs to be a basic knowledge of how classrooms function, and what learning material is being executed in these classrooms. Coaches are not expected to know exactly what the students are being taught, but how they are being taught this material. By gaining this knowledge as a result of attending meetings, taking classes, and researching effective coaching, coaches will be confident and will be able to resonate that confidence and knowledge with fellow educators. A coach will not always have the answers, but will always look for the answers to help in any way they are able. Colleagues should look to the coach as a resource and expert, but one that will do the extra learning, research, and look at data if they do not have effective solutions or answers. A coach should not always feel they are done learning. They should reflect on their own teaching the same way they do for colleagues, and use others’ teaching as a tool to enhance their own

As stated earlier, good communication will build and maintain positive relationships, which are critical in supporting with adult-learners. Not all staff members have close, personal friendships, but a good coach will be able to keep the relationship professional so learning can occur for all involved. In a small school district, personal relationships are easier to maintain because there are fewer staff members. Usually, there is more of a “family feel” in a rural district, which may relieve some of the apprehension of coaching colleagues. At larger districts, coaches may need to find some common ground and connections to begin building a good relationship. Once the positive relationships are formed, coaches may now begin building the collaboration between coach/teachers, and even between other staff members. All teachers possess the same motivation in their profession: helping all students to reach their potential. By working together with this common goal, the sky is the limit. There will be many occasions where a co-teaching or cross-curricular concept will be very effective to enhance students’ learning. It is also important for coaches (and teachers) to have productive relationships with parents and families. When parents feel included and important in their child’s education, they are more inclined to be supportive of the teachers even if there is a