“I want to do what you do. How do I get to do that?” I got this question again today. I’ve heard it often over the years by teachers burned out on the daily classroom grind.
They think what I do looks easier. Maybe it is. Some days I get to go to the restroom. Or take a minute to think about what I”m doing or going to do. I often spend more time listening and watching than managing and directing.
When someone says they want to do what I do, I often wonder how s/he would answer these questions.
- Can you walk the line of expertise without coming to believe you’re an expert?
- Can you appreciate the indirect influence on children’s lives that will be the limit of what you can achieve when you are not their teacher?
- Are you willing to be scrutinized, watched and judged by other adults?
- Can you love adults who put up resistance, ignore you in the hallway, avoid you in meetings?
- And finally, when they love you and think you’re an expert, can you maintain your humility and authenticity?
If those questions seem easy, and you’re a good teacher, you probably would be great as a coach. Once when I was challenged by adults, a friend asked me what I would do if they were children. My answer was that rather than feel threatened and defensive, I would listen to what was underneath what they were saying and doing. I would draw on an organizing framework, strategies, skills and knowledge of the topic as a cognitive map out of the mess. I would remember that at the foundation of working together is the relationship to continually foster.
Same three essentials apply to coaching educators.