Because Mirrors Have Bias
Why a veteran teacher continues to work with an Instructional Coach
by Christopher Bronke
Teaching is hard; no…that’s not it. Teaching is: frustrating, seemingly impossible, joyful, mind-bending, collaborative, blissful, all-consuming, and a passion. But most importantly, one thing it is NOT is static. We live in an educational world that is ever-changing because we live in a world in which people are ever-changing…our students never stop growing (physically and mentally).
Recently, a colleague of mine asked me, “Why do you work with a literacy coach; aren't you busy enough?” While I certainly am very busy, my response was, “I don’t have time NOT to work with a literacy coach.” This response really took this teacher aback, but the more I have thought about it, the more I realized how true it is. All teachers need to work with instructional coaches, and here are the top three reasons why:
- “Question everything. Learn something. Answer nothing” (Euripides). This is the role of the coach, at least a great coach. I am so blessed to work with Downers Grove North Literacy Coach (@dgnlitcoaches) Marjorie Thomas. Socratic in nature, our meetings are an intellectual gymnastic exercise with her questions guiding and challenging me to do more, to tumble and vault my way towards being more…for my students. Sometimes pointed and purposefully leading, other times deliberately open and rooted in mutual discovery, either way, her questions enable both of us to growth. These questions and the ensuing dialogue allow me to think in ways I otherwise would not, discover approaches to teaching I did not know existed, and provide for my students a level of instruction and assessment that, without coaching, would not be possible.
- The key is not to prioritize what’s on your schedule, but to schedule your priorities” (Stephen Covey). You are busy. As a teacher, you run from class to class, meeting to meeting, an occasional (and yet not occasional enough) PLC meeting, return calls/e-mails from parents, prepare for evaluations, and so so much more. However, great teachers prioritize those elements that make them great. Perhaps Ernest Hemingway said it best when he cautioned us to “never mistake motion for action.” We must, as teachers, be better at scheduling those things we know will make us better. That is why working with a coach is so vital to greatness; it forces us to schedule coaching sessions, virtually ensuring reflection and growth are priorities.
- The guy in the mirror always looks back with bias. I will be honest; I think I am a really good teacher. Every time I look into the mirror I see a competent and passionate teacher, but I will also be honest: that mirror stares back at me with a compassionate bias, not wanting to hurt my feelings by telling the truth. The reality is, after 11 years in education, I am far from really having “figured it out” (whatever that means). So, I work with Marjorie to have within my professional life a mirror into which I can look and see a reflection that is honest and non-egocentric, containing no unjust bias. Simply put, with grace and finesse, a skilled coach (like Marjorie) can enable us to peer more deeply into our beliefs and practices, void of ego, to truly reflect on what is best for students.
So here is my challenge to you as a teacher: start working with a coach. My challenge to you as a school leader: stop promoting coaching as solely a form of support for struggling teachers; we MUST embrace the fact that ALL teachers benefit from coaching. And my challenge to you as a coach: be the reflection that helps enable your teachers to look more deeply, more honestly into their own practices so that everyone involved maximizes their growth.
