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When an instructional coach or school leader is trying to help a teacher improve their practice, they’re usually asking that teacher to change something. And while those changes are intended to improve teaching and learning, teachers aren’t always eager to make them; sometimes they push back pretty hard.
When that happens, it’s easy for the person doing the coaching to assume the problem lies with the teacher. They’re resistant to change. They’re set in their ways. They just don’t want to try something new.
But what if the coach, or the PD provider, or the team leader is contributing to that resistance, too?
Source: Cult of Pedagogy — Read the full article on the original site ↗