A good coach inspires people to have confidence in the coach.
A great coach inspires people to have confidence in themselves.
Coaching Coaches How to Coach
Training instructional coaches generally focuses on the content and pedagogical aspects of subjects such as math, English, science, and students with special needs. However, there is often less provision for training instructional coaches in the process of coaching -- the key element necessary for them to effectively coach teachers to the point where they are willing, able and have the confidence to purposefully and effectively use those materials and instructional skills in the classroom.
Ultimately, the difference between knowing what to provide to teachers and being able to do so in ways that cause teachers to effectively implement what coaches provide is the quantum leap in becoming an accomplished instructional coach.
We provide the springboard for that leap by providing hands-on, highly engaging, activity oriented training in the processes of effective coaching. Employing best-practice, research and experience, we not only train how to mentor and coach but also give the process life through demonstration, practice, follow-up reinforcement, and relating specifics to the process.
Planners of the training had this to say:
“Hal and Mary Portner provided our group with excellent training of the coaching process. The training increased participant skills in positive problem solving, collaboration, and open communication. In particular, pairing the instruction in the coaching process with role-playing activities was a fabulous way to actually put the skills into participants’ hands for future use as coaches. They have the right combination of knowledge, flexibility, and experience to train both groups and individuals.”
Michelle Clyne, Project Coordinator
“As a planner for this event, I found Hal and Mary to be very thorough in their preparation, asking many questions in order to design a training that would best meet our needs as a project. Their delivery model was sequenced and detailed with ample time devoted to practicing the new skills that participants were learning. They were a delight to work with.”
Heidi Hollenberger, Coordinator,
“Hal and Mary really made us feel validated for our hard work”
Hal and Mary Portner make a point of doing their research and designing each session to address not only the needs and expertise of participants, but also the subtle culture and not-so-subtle policies of their school and district.
We are often asked to describe how we structure a workshop. Click here to see an example
This page last modified on Thursday, February 16, 2012