When you think about a coach, what do you picture?
Coming off a season of summer baseball, my first thought goes to the parent volunteers who coached my kids over the last few weeks.
But coaching is so much more than little league. So much more than even just sports.
I, personally, have worked with three different coaches in the last year, none of whom have helped me with my baseball swing.
I have worked with a business coach, a health coach, and an executive coach.
And I am better for it.
My mindset around coaching shifted completely after reading Atul Gawande’s piece in The New Yorker (The Coach in the Operating Room) in 2011.
In the piece, Gawande talks about how strange it is that in so many professions, there is an idea that those who are more experienced or good at what they do don’t need a coach. And, yet, in the field of sports, we have people who are exceptional at what they do, get paid a lot of money to be great, and eagerly look to coaches to make them better.
So he found himself a coach to help him be a better surgeon. And it worked.
(He shares the same message in his 2018 TED Talk – Want to Get Great at Something? Get a Coach)
So, if coaching helps people get better, what is the role of coaches in our schools? And what could it be?
In many schools with which I’ve worked, new teachers are mentored, but once teachers have a couple of years of experience, the most they get in terms of “coaching” is being part of a regular supervision and evaluation cycle.
This isn’t coaching.
Coaching isn’t really part of our school culture.
And, yet, we talk to students about growth mindset all of the time. We give them feedback and encourage them to grow. We support them and guide them and encourage them to try new things.
But not with teachers. Where is the disconnect?
And how does this lack of coaching culture amongst our faculty impact our schools?
The book Cultures of Growth: How the New Science of Mindset Can Transform Individuals, Teams, and Organizations by Mary Murphy builds upon the work of Carol Dweck (author of Mindset and the mother of the concept of growth mindset) and applies beyond just the individual – to teams and organizations (and schools!). Murphy discusses how the culture around us impacts our mindset, motivation, and performance and shows how organizations with a growth mindset are more likely to inspire innovation, collaboration, trust, and learning. Cultures of growth, Murphy argues, are places where people want to be because they can thrive and reach their potential – both as individuals and as a team.
In a culture of growth, growth mindset is key – for everyone. In a culture of growth, everyone is open to growing, not just people who are new. In a culture of growth, coaching plays an important role – for everyone. Because it helps us all get better.
And, yet, outside of a culture of growth, often those who could benefit the most are the least likely to opt in.
Seth Godin shares:
“ The people most likely to sign up for coaching or additional learning are the folks who are already good at their craft.
‘I’m terrible at this,’ can lead to, ‘and I don’t want to be reminded of it.’ Or perhaps, ‘I don’t want to waste their time,’ or, ‘I’m never going to get better.’
When it’s possible to get better, embracing mediocrity isn’t a useful strategy…
Learning creates more competence but first, it amplifies our feelings of incompetence.”
When the culture is one of growth, however, these thoughts can be replaced by a communal desire to improve – and safe ways to do so (and avoid embracing mediocrity).
For leaders, how are you opening yourself and making your own coaching a priority?
Are you modeling being coached?
How are you talking about coaching?
How are you creating and fostering a culture of growth?
And how are you fostering and supporting a coaching culture amongst your staff and faculty?
Is there a school-wide coaching program?
How is coaching viewed (is it for everyone or just those who “need” it)?
How can coaching be celebrated?
If professional athletes spend a significant amount of time and money on coaching to improve a swing or throw a ball or go a little faster to win a game that, ultimately (let’s face it), doesn’t really matter, don’t we think investing in coaching for teachers so that students can benefit (which really does matter) is worth it?
Comments