When I taught high school Earth Science, almost everything we studied could be linked back to density in some way. Tectonic plates moving? Density. Weather events? Density.
In education (and in life), everything seems to be linked back to balance.
I was revisiting the session on instructional coaching I attended yesterday, and this continuum was a part of the presentation.
I was surprised that relationship-centered coaching doesn’t have the greatest impact on students–instead, focus on student data and how to design learning (instruction) to improve student learning is what has the greatest impact on students. Looking at this chart made me realize that while relationships are a key beginning point into any partnership in education (coaching or otherwise), that relationship has to be balanced with the learning needs of students. If the balance shifts to exclusively maintaining the relationship without ever approaching how learning needs to change in classrooms, then we’ll just be spinning our wheels and wasting a lot of time.
In other words, build the relationship so that crucial conversations regarding instructional changes can happen. The relationship must be balanced with what students need, not just what teachers need.