The program’s founders share their motivations for starting the program and hopes for its future.
Q: What motivated you to establish the Coaching Academy?
Burkett: Shelly and I have worked closely together for some time. My role focuses on creating and managing clinical experiences. Shelly’s research studies clinical practice in teacher education with an emphasis on the supervision and coaching in those experiences. Collectively, we felt the need to honor how current P-12 classrooms teachers engage in coaching interns as a professional practice — explicitly coaching as a professional practice. We’ve learned firsthand from supervising in the field that our coaching teachers desired more professional learning dedicated to elevating the feedback and direction provided to the college’s student interns. We developed the Coaching Academy to provide this professional learning and support.
Curcio: My original motivation stemmed from clear research: teacher candidates consistently state that the most influential teacher preparation experiences are in classrooms alongside experienced mentor teachers. Their coaching teachers truly impact the teacher they become, and they are critical partners in teacher education. Coaching teachers are teacher educators. The Coaching Academy became a space to honor the importance of the role and support educators in developing their knowledge, skills and capacity for coaching and mentoring.
Q: What was surprising about the academy?
Burkett: Having the opportunity for us to visualize our coaching abilities beyond our student interns in the field was so surprising for me. Shortly into the program we began to realize the extensive degree of coaching that takes place within the school day from first year teachers, seasoned educators, paraprofessionals to administration. We began to widen our own scope of coaching to include the full spectrum of school professionals.
Curcio: Another surprise was the strong desire of our coaches to continue the experience after the first year, including the transformational nature of the work. To be honest, our initial goal was to support school-based teacher educators so to better coach and mentor our teacher candidates/interns. Now, the lens has broadened. The passion our coaches hold towards our profession is inspiring and their sense of urgency to advocate for teaching, teachers and teacher education is a source of motivation for me that I never expected to experience. This work nourishes us as learners in ways we did not expect.
Q: How did the coaching teachers teach you?
Burkett: The experience of the coaching academy has been transformational for me. The enthusiasm and participation of the P-12 teachers within the Coaching Academy was outstanding.
The coaching teachers participated on their own time and without a stipend. They attended with vigor and a desire to better hone their craft. Their willingness to learn and grow, month after month, inspired me and renewed all of my work in the college.
Curcio: If I had to choose one thing, I would say they taught me to be brave and keep advocating for our schools, students and communities. Our work is hard. Our profession needs us. We can’t give up. Their commitment is inspiring and as Chris shared, learning alongside them is a space for renewal both personally and professionally.
Q: What do you hope to accomplish in future iterations of the Coaching Academy?
Burkett: I hope that future iterations will be assisted and led by those who complete the program. Part of our journey with the academy is to both honor coaching as a professional practice and assist in developing teacher leaders in every aspect of their work in a school/district.
Curcio: My hope is to continue elevating the role of school-based teacher educators. Their role has a unique set of knowledge, skills and pedagogies. I hope to cultivate a cadre of teacher leaders who can continue to develop in their roles as teacher educators and lead learners. Their enthusiasm is infectious, and I hope their advocacy and sense of agency continues to impact our schools and school communities.
Q: Is there a plan for a new cohort?
Curcio: The theme for next year is, From Learner to Leader. The goal is to engage in experiences centered on the design and facilitation of professional learning. Essentially, we are now coaching the coaches to design and facilitate the next version of the coaching academy. This is an amazingly talented group of individuals. I cannot wait to see how we work together to design the next iteration.
Q: How did you learn how to be an exemplary coach?
Burkett: I learned to be a good coach through trial and error. I did not ever receive adequate professional learning related to coaching others. This is a major reason why I knew the Coaching Academy was a phenomenal endeavor and was worthy of the time it took to plan, initiate and enact.
Curcio: My learning was a bit more formal. My passion for coaching began when I was a coaching teacher for teacher candidates and interns. In my literary coach and administrative roles, I engaged in formal and informal professional learning connected to coaching. I realized my passions were grounded in coaching teacher candidates and early career teachers with their transition to the classroom. So, after five years in administration I went back to get my doctoral degree in teacher education with an emphasis on the supervision and coaching occurring in clinical spaces.
Q: Was there a coaching teacher/career mentor that had a profound impact on you?
Burkett: My coaching philosophy has been impacted by two sources, Shelly Curcio, Ph.D. and the Coaching Teachers from whom I have been honored to work alongside. Working closely with Shelly on a myriad of clinical initiatives has profoundly enhanced my ability to successfully coach interns and mentor aspiring coaches or those who wish to hone their coaching skills. Shelly’s expertise, enthusiasm and inherent ability to inspire others to realize the coach in themselves and perfect those skills is unparalleled. Her direct influence has expanded my coaching knowledge and ability to work with us in this capacity. She is a role model and mentor for all who collaborate with others in a coaching capacity.
This may sound too cliché, but I also learn from every coaching teacher with whom I work. Each seasoned coaching teacher provides me insights into my work with pre-service teacher candidates and alternatively trained educators — how to continue to meet their needs and inspire them.
Curcio: I always say that my role is a gift. I get to visit so many classrooms and learn from all the dedicated and talented teachers in our schools. I learn something in every classroom I visit and every coaching teacher I interact with. These interactions are gifts, and they challenge me to consistently reflect on my practice; thus, making me a better teacher educator.