The final step in differentiated coaching is to create a coaching plan. An information gathering sheet can be completed in any order to record the coaching styles and strategies that the coach thinks will be most effective for providing evidence that could change teacher beliefs.
Coaches have to work the hardest when working with teachers who have an opposite personality type. Completing this four step differentiated coaching process may complicate coaching, but it provides a framework where the coach can achieve success with all teachers. Success is defined as interventions resulting in greater student learning, providing clear evidence of improvement that can challenge and change teacher beliefs.
Differentiated coaching makes sense to me. I know that I respond best to coaching styles that match my Mayers-Briggs Type Indicator. It stands to reason that the same would be true of other educators. It would be useful to know the personality types of colleagues; this information could make coaching them more successful, and a more pleasant experience for both parties. We know the importance of student centered teaching and learning; it is also true of adult education and professional development.
This post is part of a larger series based on the book Coaching Approaches & Perspectives edited by Jim Knight. This post is based on sections of Chapter 7: Differentiated Coaching. Visit the Coaching category for other related posts.
Book Citation: Knight, J. (Ed.). (2008). Coaching: Approaches and perspectives. Corwin Press.