After 19 years in the classroom, I was a literacy coach. It was a leap of faith, a natural extension of what I was already doing in my daily practice, and I was ready, or so I thought. This was a new initiative in our district and, like anything new, was met with trepidation and uncertainty. Who is this person who will be coming into my room? What is she like? Why is she coming? The questions began to circulate. I could sense the tension and I needed to do something about it. It became clear as my interactions with teachers increased. I had to make them feel comfortable with me in the room. I had to create a new normal. I had to earn their trust.
Teachers experience with someone coming into their room was mostly based on being observed by an administrator and evaluated. I was not an evaluator, and although evaluation was not part of my role, being in the classroom as a supporter went against what experience told them.
Building Trust, Trusting Myself
To build trust with others, I first had to trust myself. I had to remind myself that coaching was not only new for the teachers I was coaching, it was new for me. It wasn’t always easy walking into a classroom when the climate wasn’t always very welcoming. Swallowing any apprehension and trusting in my ability was the first step. A smile, positivity, and self-trust were my allies.
Teachers are more than just teachers, they all go home and have another life. They are husbands and wives, mothers and fathers, daughters and sons, sisters and brothers. Showing an interest and concern in that life honors each teacher, makes a connection, and builds trust. Remembering a conversation from the previous week and asking, “How was your daughter’s birthday celebration?” shows a teacher you care. You connect and become a person to them, not just a coach. Little gestures go a long way in building trust.
Be Patient and Honest
When I first started coaching, I used to carry a small notebook to jot down what I discussed with a teacher and next steps. One day, a teacher I coached approached me and asked, “What are you writing in that notebook, and who are you giving that information to? My principal? The superintendent?” I was taken aback. Although she had asked to work with me and we had formed a relationship, she was uncertain. It never occurred to me she thought I might be reporting back to administrators. I opened my notebook and encouraged her to read what I had written—trust grew.
Teachers have a lot to say. They are the pulse of the classroom and know better than anyone else what is and is not working for the children in their rooms. As a coach, it’s important to remember that you are a visitor in teachers’ rooms; you don’t hold all the answers. Listen to what teachers have to say. Listening not only gives important information, it validates the teachers and builds trust between teachers and the coach. Listening lets teachers know the coach believes what teachers have to say is important. Teachers want to tell their story and listening is the coach’s entry into their world. Be honored you are trusted and welcome.
Do What You Ask Teachers to Do
As a coach, it’s important to remember what it was like to be a classroom teacher, so it is necessary for the coach to do what you are asking teachers to do. In a classroom, I would first model the strategy I was asking the teacher to try. Then we would try it together before the teacher would try it alone. “I do, we do, you do,” was the framework and you are providing a gradual release and making yourself vulnerable before you ask the teacher to do the same. The playing field is leveled and you are not just the observer, but the doer, working together with the teacher, in tandem.
All roads here lead to trust and trust leads to a successful coaching experience.
Chris Fuller began her career teaching first and second grades in New York City and has taught through the seventh grade. She has also worked as a reading specialist and literacy coach. In one mid-sized school district, she collaborated with Grace White, a school administrator, Gail Cordello, a classroom teacher, and Gravity Goldberg, a literacy consultant, to establish a literacy coaching program, and years later, the team continues to meet and share. This post is one in a series from these educators in which they share their greatest take-aways from their collective experience. You can follow Fuller on Twitter.