How to Develop Confidence as a Coach: Three Key Takeaways

Written by: Matt Renwick, Systems Coach, CESA 3

At CESA 3, we understand that in order to provide high-quality professional learning experiences for schools, we also have to invest in our own learning.

That is why we have devoted regular time and energy into building our capacity as coaches. As a network of coaches, we have defined our role as “collaborative professional growth providers; catalysts for empowering continuous learning.” Elena Aguilar, a prominent figure in the world of coaching, categorizes this work as art. Coaching requires a unique blend of skills, knowledge, and above all, confidence.

Where does this confidence as a coach come from? Recently, we hosted a one-day workshop at CESA 3 to explore this question. Joseph Kanke, statewide coaching coordinator at the Wisconsin Department of Public Instruction, was our trustworthy guide. This article, first shared in the CESA 3 Cornerstone Newsletter, summarizes key takeaways from the CESA 3 Confident Coaching Workshop, and sheds light on how coaches can develop the confidence necessary to excel in their roles.

Key Takeaway #1: There are specific competencies coaches can develop to increase confidence.

Joseph introduced our network to the Department of Public Instruction’s list of coaching competencies. These skills are supported by the most current coaching literature.

Aligned to the coaching competencies, confident coaches:

• Have an equity mindset, including the ability to notice, disrupt, and dismantle deficit thinking and biases in others that uphold oppression.
• Can develop relationships based on trust, rapport and respect for clients and stakeholders.
• Communicate effectively in multiple contexts.
• Develop a knowledge base, for example understanding a range of coaching approaches.
• Can facilitate coaching conversations that promote reflection and challenge assumptions.
• Are able to facilitate change through the co-development of a client’s action plans and goals, as well as analyze data that leads to improvement.
• Engage clients in reflective practice, with the goal of self-directedness.

Participants in the workshop took a self-assessment in these coaching competencies. The results were used to celebrate strengths and to decide on an area of improvement. (For more information about these coaching competencies, go to: https://dpi.wi.gov/coaching)

Key Takeaway #2: Confident coaches are intentional.

Coaching, regardless of the specific approach or philosophy employed, involves a recurring cycle for improvement. This structure for professional growth includes setting intentions.

• These intentions are defined collaboratively by the coach and the client. An intention identifies what the aim is for improvement.
• Setting an intention is crucial. It sets the direction for the entire coaching process.
• An intention influences the development of a plan of action. This “roadmap” is a logical pathway for achieving the desired outcomes. For example, if a teacher wants to improve student engagement during the literacy block, then the coach will guide their client to describe what student engagement looks like and feels like. This envisioning makes it easier to articulate the steps that need to be taken to reach this vision.
• A clear intention drives what type of data will be used during a coaching cycle. This data is collected, organized, and analyzed to evaluate the effectiveness of the instructional change. Following the previous example, a teacher may document students’ comments during the literacy block and later rate them based on the level of engagement demonstrated.
• Intentional coaching helps the client reflect on the outcomes of their efforts. A coach may ask: What worked well? What could have been done differently? These questions guide the client to think deeply about their practices and make potential changes for the future.

Used systematically, intentional coaching ensures that the time devoted to this type of professional learning is productive and meaningful.

Key Takeaway #3: Confident coaches facilitate change in behaviors through a change in beliefs.

Coaching is not merely about making different decisions in the classroom or adopting new teaching strategies. While these elements are important, they often represent surface-level improvements. Sustainable growth occurs when there is a fundamental shift in beliefs.

The CESA 3 Confident Coaching workshop emphasized the significance of helping colleagues examine their beliefs and ways of being in the classroom.

To understand this transformational process, Joseph facilitated simulated coaching conversations. Participants could adopt a role in a provided case study, or engage in an actual problem of practice. This experience helped us understand the importance of paying attention to what the client is saying and doing, as well as what they were not sharing. As coaches, we used this information to help our clients see their situations from a new perspective through the use of paraphrasing, pausing, and posing questions.

What do these three takeaways have in common?

Developing competence, being intentional, and paying attention to people’s beliefs can be learned. Just about anyone can be a coach. And that doesn’t mean educators need to have a “coach” label in order to support colleagues in continuous learning.

As learners, we still have more questions after this informative workshop:

• What is the coach’s role within school-wide professional development?
• How do coaches help a school achieve curriculum coherence?
• How can leadership ensure the culture is supportive for coaching to thrive?
• When is feedback most effective, and when it is not?
• What time, materials, and other resources are needed to ensure successful coaching experiences?

One more thing we do know: effective coaching doesn’t happen in isolation. With that, be on the lookout this school year for an opportunity to join our coaching network. We are inviting anyone in our region and beyond who sees themselves as a leader in their profession to engage in our community and cultivate their own coaching practice. For questions and more information, contact Matt at mrenwick@cesa3.org or at 608-391-5856.