Shane, Jim Thompson, and Chris Munro discuss the concept of coaching done well. They emphasize the importance of coaching as a respectful and empowering process that advances student success and well-being. They also highlight the need for coaching to be a genuine partnership between thinking professionals, with a focus on personalized professional learning. The conversation touches on the potential connection between coaching done well and attracting and retaining educators in the profession. They also discuss the concept of coaching stance and its role in effective conversation leadership. The conversation explores the concept of stance in coaching and teaching, emphasizing the importance of shifting and adapting one's approach based on the needs of the individual or situation. It challenges the dichotomous thinking that teachers must adhere to a specific instructional style and highlights the need for autonomy and agency in the teaching profession. The conversation also touches on evidence-informed practice and the importance of constructive dialogue and open-mindedness. The key takeaway is that coaching is about staying curious, enabling others to find their own solutions, and recognizing the expertise and knowledge that coaches bring to the table.

Takeaways

• Coaching done well is a respectful and empowering process that advances student success and well-being.
• Coaching should be a genuine partnership between thinking professionals, with a focus on personalized professional learning.
• Coaching done well can potentially attract and retain educators in the profession.
• Coaching stance is an important aspect of effective conversation leadership. Stance in coaching and teaching involves shifting and adapting one's approach based on the needs of the individual or situation.
• Teachers should not be limited to a specific instructional style but should have autonomy and agency in their practice.
• Coaching is about staying curious, enabling others to find their own solutions, and recognizing the expertise and knowledge that coaches bring to the table.
• Evidence-informed practice should involve a range of sources of evidence and open-mindedness to different perspectives.
• Constructive dialogue is essential for professional growth and development in the teaching profession.

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