As a coach, and leader of a team of coaches, I spend a lot of time thinking and writing about the needs of the coachee. Coaching is all about the coachee. The context in which coaching happens must establish and maintain trust. In my school, this means that the coaching conversation, when it happens with one of our team of trained cognitive coaches, is confidential. The details of any observed lessons or coaching conversations are not passed on outside of the coach-coachee relationship. Line managers are still expected to be aware of the teaching, development and work of their staff. Managers might pop in to lessons and conduct their own conversations, but the person’s coach is not a place for others to glean information. We have been very deliberate about protecting the sanctity of the coach-coachee relationship as, without trust, the conversation is no longer a safeguarded space for formalised reflection. It would become tainted with hints of evaluation, accountability and fear that could hinder honesty and prevent vulnerability.
A coach uses their coaching toolbox of strategies and awarenesses to minister to the coachee. To reflect, facilitate, provoke and deepen the coachee’s thinking, by paraphrasing and asking questions, while applying a nuanced understanding of non-verbal language and of cognition. When coaches reflect, they do so to develop their craft in order to better help others to build internal capacity, to better create a non-judgmental space for coachees to freely explore their thoughts and experiences, to paraphrase with more precision or question with more sophistication, to more deeply internalize the many layers of coaching knowledge and practice.
But recently I’ve been wondering about the needs of the coach. I’ve been a coach in some coaching conversations which have been emotional or confronting for the coachee. I’ve found myself affected by the emotion of the conversation, deeply immersed as I am in rapport with that person. I have left these conversations wanting to debrief, but aware of the moral obligation to maintain confidentiality for my coachee. When confidentiality is promised to the coachee, so that the conversation can be a safe space for talk, where can the coach go to reflect on their own experiences? How does a coach refine their practice if they are unable to share their experience of the conversation?
Coaches require somewhere for the coach to go in order to refine their coaching practice through reflection and planning, and as a tool for self-care. Fit your own oxygen mask before helping others, and all that. What support do coaches need? Who coaches the coaches? Where and how might they access support in ways which are mindful of the trust put in the coach to be trusted fortress of coachee information? What responsibility do organisations have in providing support structures for their coaches?
I’m lucky to work with a team of coaches at my school. We have all been trained in Cognitive Coaching, in non-inferential lesson observations and in using the Danielson Framework for Teaching as a tool for teacher reflection. In our meetings and in our Voxer group, we are able to debrief with each other to some extent, or to throw out questions to the collective mind when we come up against coaching challenges. We never use coachees’ names in these discussions or divulge identifiable information, so we tend to talk cautiously around issues or questions we have. For example: How might we differentiate our coaching model for highly-reflective or highly experienced teachers? What questions might be useful for surfacing deeper or more abstract thinking? How might we respond in a coaching conversation which becomes highly emotional for the coachee? We might have textbook answers from our training, but talking about and around these sorts of questions helps us to tease out our beliefs about coaching, our coaching practices and the tensions within our specific context. It helps to develop our shared understandings and language of coaching, as a collaborative group of coaches.
Ideally, a coach would be provided the opportunity to be coached on their coaching. In my coaching team we sometimes participant in meta-coaching (coaching about coaching) with each other. While we don’t ask our coachees to permit us to collect data during conversations, we can do this when we coach each other. A video or audio recording, or a transcript of questions and paraphrases, can act as data on which the coach can be coached around their own practice. We tend to do this in training or within our own coach group, so as not to impact our conversations with coachees. There’s nothing more likely to shatter the sense of a trusting, safe space than setting an iPad or dictaphone on the table to record the conversation!
Of course a coach can debrief at home, to a partner or family member, which might allow an opportunity to download. But this won’t necessarily provide a high level of support in working through an issue or experience.
Another possibility is finding support from coach-educators outside one’s own school context. I’m grateful to have connected with other Australian educators who are using and leading coaching in their own schools. On Voxer, we are able to discuss the issues in our own contexts, again without divulging names or identities of others. I can ask a question of the group and receive thoughtful, informed feedback from those who share my view of coaching but have different tools and knowledge at their disposal. Sometimes a paraphrase from another coach is all I need to see my own issue more clearly. Coaches informally coaching coaches, at point of need. It’s brilliant DIY professional support. I’ve found this invaluable in allowing me to think aloud about, and be coached through, wonderings or experiences, while protecting the confidentiality of my coachees.
Learning through sharing with other coaches is one reason that a few of us—myself, Chris Munro, Corinne Campbell and Jon Andrews—started the monthly Twitter chat #educoachOC. This one hour chat, which we co-moderate on the first Monday of each month, is a vehicle for bringing together those involved in coaching in education. The discussions are often rich and allow coaches, and those leading coaching initiatives in schools and systems, to explore the commonalities and differences, privileges and challenges. I emerge from that hour feeling understood and invigorated.
Being a coach (like being a principal or CEO, I imagine) can be lonely work, because the coach is required to keep what’s said in the coaching conversation, in that coaching conversation. As coaches, it’s important that we find ways to develop our practice and support our own needs, while protecting the trust of the coaching relationship. We need to support coaches, so that coaches can best address the needs of those they coach.
Like the oxygen mask as a metaphor, Deb: How best to take care of yourself while attending to others’ needs.
So, to meta-coaching… During my course work, I was fortunate to encounter the wonder of Lucy Fisher who facilitated workshop sessions with unflagging attention to holonomy. Observing this level of practice in action has become my measure and model. Like you, I work with colleagues whose training in cognitive coaching means that attunement to words, beliefs and actions as a norm is expressed in most (all?) interactions with others. Dynamics have shifted. This feels like uplift and backdraft. Office spaces, classrooms, team meetings, and the board room are shaped by that oxygenated exchange.
Perhaps ‘support’ of our coaching selves occurs more often in modes beyond the work sphere: watching sunsets, reading, framing photos, exercising, or while at rest. Flow zones. In common with athletes and artists, we share a desire to sustain and grow skill sets.
Yes, confidentiality imposes specific bounds on the coach. And trust is a necessary precondition for any coaching relationship. What I find niggling me as I compose these words in an explanatory comment box, forced to give shape to unease, is to what extent I perceive system policies attending to/ hindering individual needs. Neoliberal themes of doing more with less make for challenging times. I am wary that a call for anything extra, rather than different, could be seen as potential overload by those seeking change.
Sam thank you for your thoughtful and thought-provoking comment. I have read it a few times before responding.
I’m lucky enough to work in a place where coaching for teacher growth has been valued through more than lip service. I’ve been given time to lead the initiative. Coaches have been given training, time and money to do their work and develop themselves as coaches (although really their commitment comes from intrinsic belief in the power of coaching and a desire to help and serve others). We have worked hard to make the time and work for teachers (in terms of being coached) minimal, while still maintaining a model which is meaningful and ongoing.
I’d agree, though, that often the system doesn’t support this important work.
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