A Partnership Approach to Instructional Coaching Part 2: Dialogue, Reflection, Praxis and Reciprocity

by Maria Lee

This blog is Part 2 in our series on coaching; see Part 1 on the Partnership Approach to Instructional Coaching.


According to Knight (2022), "coaches need to start by developing a deep understanding of the beliefs at the heart of instructional coaching: the Partnership Principles,” (p. 13). Knight’s book, The Definitive Guide to Instructional Coaching, provides a deep look at what coaching is really all about and we will explore this view of coaching as a partnership below.

The Partnership Principles are one of the seven success factors in being a successful Instructional Coach that Knight believes "every coach, coaching director, and administrator should understand and be able to apply to create a powerful coaching program." (Knight 2022 p. 4)

The Partnership Principles are grounded in:

  • Equality

  • Choice

  • Voice

  • Dialogue

  • Reflection

  • Praxis

  • Reciprocity

Knight states that these factors are important not only for coaching to be effective, but also for any change initiatives to succeed in schools. This blog below will cover the last three principles for effective coaching partnerships.

Dialogue

I like what Knight says about Dialogue "When conversation between a coach and a teacher comes alive, ideas can bounce around like balls in a pinball machine, and people can start to communicate so well that it becomes difficult to see where one person's thoughts end and another's begin." (Knight, 2007, p. 33)

What is important in instructional coaching is a deep belief that a true partnership should involve conversations that bring people together as equals so they can share ideas, create new knowledge, and learn. Knight also emphasizes that a coach and teacher engaged in dialogue attempt to open up discussion and share what is on each other's minds. People inquire into each other's positions at least as much as they advocate their own view during dialogue. They also use specific strategies to surface their own and others' assumptions.

Dialogue is not just a simple discussion where individuals advocate their view in competitive conversation with little reflection on the assumptions that underlie their view. The problem with such a competitive form of conversation is "we push out what is new." ( Knight, 2007, p. 34)

Ric Palma, a coach featured in Knight’s work on the principles, thinks dialogue is motivating both for teachers and for him. "Dialogue makes things happen. It makes changes occur, and ultimately dialogue is kind of like natural selection when it comes to education. The more ideas you have, the more opportunities for survival and growth. When you have teachers that have been teaching the same way for 35 years, and they come away from a dialogue saying, “I want to try all this stuff”, it makes you feel great about your job." (Knight, 2007, p. 21)

Reflection

According to the Partnership Principle 5: Reflection video above, Knight Knight examines the necessity of reflection in both partnership relationships and in change. He believes when we look back at what we have done in the past, look at what we are doing now, and look ahead to the changes we hope to see in the future, we make better, more deliberate decisions.

Here are the three dimensions of reflection as Knight (2022) mentioned in The definitive Guide to Instructional Coaching:

  1. Looking back: focused on considering how something went. Many coaching conversations involve this kind of conversation, looking back on a lesson or an event to consider what went well, what didn’t go so well, and what the collaborating teacher might want to change before the next lesson. (p. 29)

  2. Looking at: reflection that occurs in the moment. For example, a teacher might decide to spend more time on a classroom discussion than planned after realizing that discussion leads students to some new insights. Most teachers do this kind of thinking all day, adjusting lessons as they teach so that students learn more and experience greater well-being. (p. 29)

  3. Looking ahead: considering how an idea, strategy, or tool might be used in the future. For example, a science teacher partnering with a coach might “look ahead” to plan how students will create concept maps that deepen their knowledge, decide which students will work best together in which groups, or differentiate learning for individual students. (p. 29)

 Instructional coach, Ric Palma, describes reflection as “two-pronged,” that is he sees reflection as important for his own professional growth as well as for his collaborating teachers’ professional growth. Ric observes that “reflection is always about self-improvement. I take notes on how I’m doing, and look back on them every week. I used to look back every day. I’m constantly thinking about how I do presentations. How I deal with opinions that are different from mine. I’m not encouraging reflection if I expect everyone to think the same as me.” (Knight, 2007, p. 44)

Palma’s “second prong” of reflection empowers teachers to reflect as they learn new practices. “I think it’s important that we give teachers the ability to reflect, not just tell them that they need to reflect. We need to give them tools and lead by example on how reflection can be a part of the collaboration. Reflection can and should be an important part of teaching, with any profession, but especially teaching. I think the best teachers are the ones that are the best learners.” (Knight, 2007, p. 44)

Praxis

Praxis, as Knight defines it, is the act of applying new ideas to our own lives. When instructional coaches act on the principle of praxis, teachers have opportunities to think about how to shape new ideas to their real-life practices. Teachers have many opportunities to mull over how they might plan to use the new ideas discussed. An example is when teachers learn about telling stories and then create their own new stories to weave into their lessons. They are engaged in praxis.

Knight notes that the concept of praxis has many implications. Most important is the assumption that if we want to apply new knowledge to our lives, we need a clear understanding of our current reality. Knight mentions Paulo Freire who suggested that praxis is a profound and important activity because it leads to really analyzing our lives and the world in which we learn. True praxis is established when teachers can explore, prod, stretch, and recreate what they are studying such as consider how they teach, learn a new approach, and then reconsider their teaching practices, and reshape the new approach until it can work in their classroom.

Palma’s thought on praxis is enabled by every teacher’s ability to tailor learning to his or her unique classrooms. “I think for praxis to work, they realize with us that what we are selling, what we are espousing, is not just another way to do things. Our devices when we give them to them are blank, and then they fill them in to fit their classroom. What we give them is effective and based on research, but it is something that can be changed to better fit each teacher’s classroom.” (Knight, 2007, p. 50-51)

Reciprocity

Knight tackles reciprocity in the final installment of his video series on the partnership principles. He defines reciprocity as a mutual learning experience. Coaches learn as much about students, instruction and classrooms as teachers with whom the coach works in instructional coaching.

Knight (2022) points out that reciprocity demonstrates the interconnectedness of all the partnership principles. Each of the previous six Partnership Principles helps create an environment for reciprocity (p. 32).

  • If we treat people with equality, we acknowledge that they have as much to contribute as we do. We learn more from people we value. 

  • If we give people choice instead of mandates, we establish them as intelligent adults who can make important decisions. We learn more when both people in a relationship have autonomy.

  • If we give people voice, we show a willingness to hear their thoughts on issues. We learn more when we value multiple perspectives.

  • If we engage in dialogue, we acknowledge that we cannot understand an issue fully on our own. We learn more when we examine issues with others.

  • If we engage in reflection, we value the thinking processes that have led to current practice. We learn more when we know the context of learning and decision-making.

  • If we value praxis over “fidelity” in making change, we acknowledge that one size does not fit all and that professionals need to engage in inquiry and experimentation in making change. We learn more when approaching an issue in several different ways.

In a nutshell, instructional coaches should expect to get as much as they give. “Instructional coaches learn about collaborating teachers’ classrooms and schools, the strengths and multiple perspectives on the content being presented when seen through the eyes of the participants. The reward instructional coaches reap for adopting the partnership principles is that they continually learn from their collaborating teachers,” Knight states (p. 53).

Coach Ric Palma sees reciprocity in the rewards coaches and teachers experience together. “Teachers’ knowledge and their experiences are important. Reciprocity means an equal give-and-take. Mutual respect builds, and we know that we are helping each other. And that is important. The Instructional Coaches on my team, we are all passionate, and I think that allows reciprocity to happen, because, on a basic level, when our teachers are happy and effective so are we. We know we had a part in that, and we think, oh man, this is going to be great.” (Knight, 2007, p. 54) At Confianza, we believe so strongly in these principles, and, in fact, the word confianza means just that: mutual respect and trust.

Conclusion

The Partnership Principles is just one set of principles to guide instructional coaching. According to research done by Knight Knight, coaches will be successful if they ground their work in the seven principles: Equality, Choice, Voice, Dialogue, Reflection, Praxis, and Reciprocity. Partnership Principles is a part of what has to be in place for coaches to be successful. The next factor for coaches to be successful is connecting through communication and it will be the subject of my next blog in our coaching series.

References

Anti-Bias Education, Leading for Equity, Professional LearningConfianza: For Educators of Language Learners4c, 5c