Disclaimer, I am an 'Accidental Coach' by Terence Tong

Teachers who Coach - Autumn edition

The book contains several stories from teachers who coach. Terence has written one of them.

About Terence Tong

Born in Hong Kong, raised and educated in Canada. Partner to Marie and father to Olivia. Middle school teacher for 22 years (Canada, Kuwait, South Korea) with a wealth of grade level, divisional level, and whole school middle leader experiences. A firm believer in a robust home-school partnership and providing students with unique experiential learning opportunities. Always listening, learning, and reflecting. Currently serving as an MS/HS Instructional Coach at The American School of Kuwait. Continuing to look for the “perfect professional and family fit” international school community to serve.

Read more about Terence Tong here https://www.dhirubhai.net/in/terence-tong76/

Summary of "Disclaimer - I am an 'Accidental Coach'" by Terence Tong

This story recounts the author's unexpected transition from a classroom teacher to an instructional coach, highlighting the challenges, insights, and growth experienced during the first year in this new role. The narrative underscores the evolution of the author’s professional identity, shaped by humility, adaptability, and the pursuit of meaningful relationships. Key themes include:

1. The Accidental Path to Coaching:

The author’s journey into instructional coaching was unplanned, stemming from unfulfilled aspirations for formal leadership roles. After facing setbacks in breaking into divisional or whole-school leadership, the author, along with their family, attended a job fair that unexpectedly led to an instructional coaching position. This theme highlights the element of serendipity and the role of adaptability in career development.

2. Building a Coaching Foundation from Scratch:

Upon stepping into the new role, the author faced the challenge of establishing an instructional coaching program from the ground up. This theme explores the struggle of transitioning from a structured teaching environment to a role that required autonomy, discretion, and entrepreneurial spirit. The author compares the role to that of an entrepreneur, emphasizing the need to build relationships, earn trust, and generate interest in coaching services within the school community.

3. The Centrality of Relationships:

A significant theme is the emphasis on relationships as the bedrock of effective coaching. The author prioritizes building rapport and trust with faculty, recognizing that successful coaching partnerships are founded on strong interpersonal connections. The author’s approach to fostering these relationships involved being visible, available, and willing to assist with even the smallest tasks, demonstrating a commitment to service and support.

4. Vulnerability as a Leadership Strength:

The story highlights the importance of leading with vulnerability in coaching. The author openly acknowledges the need to model vulnerability to encourage the same from teachers. By engaging in self-reflection, recording coaching sessions for feedback, and openly admitting that they do not have all the answers, the author builds trust and creates a safe space for collaborative learning. This theme underscores the shift from traditional authoritative leadership to a more collaborative and empathetic approach.

5. Fostering a Collaborative Learning Environment:

Another key theme is the idea of instructional coaching as a collaborative, dialogical process. The author emphasizes that coaching is not about providing answers but about partnering with teachers to explore and discover solutions together. This approach encourages teachers to take small, actionable steps toward their goals, reducing the pressure to find perfect solutions and promoting a gradual, sustainable improvement process.

6. Ongoing Professional Growth and Reflection:

The author’s journey as an instructional coach is portrayed as a continuous learning process. The story reflects on the lessons learned during the first year of coaching and acknowledges that there is much more to learn and experience. Participation in external coaching-related professional learning communities (PLCs) is highlighted as crucial for exposure to established coaching practices and for personal and professional development. This theme emphasizes the value of lifelong learning and the willingness to evolve as a leader.

7. Gratitude and Humility:

The narrative concludes with a reflection on the significance of the journey and the gratitude felt for the opportunities and support received. The author expresses appreciation for the individuals who provided encouragement and inclusion, recognizing the importance of reflection in celebrating achievements and planning for future growth. This theme underscores the humility and gratitude that have become central to the author’s professional identity as an instructional coach.

In summary, "Disclaimer - I am an 'Accidental Coach'" is a story of unexpected professional transformation, where the author embraces the challenges of instructional coaching with humility, a focus on building relationships, and a commitment to continuous growth. The narrative emphasizes the importance of vulnerability, collaboration, and reflection in fostering a supportive and effective coaching environment, ultimately leading to a more fulfilling and impactful educational practice.

Full Story - and More

Read the full story and all the stories in the Teachers who Coach - Autumn edition - includes the Origin of the Strategic Support Group