Chapter 4 Preview: Who Do You Need Me to Be?
Chapter 4: Personas in Action
The point of this book is to build coaching fluidity while still using an accessible framework. If you haven’t had a chance to read the first chapters, I encourage you to do so:
Chapter 4: Personas in Action
Jen, a third-grade teacher, approached her instructional coach, Lisa, seeking help with analyzing her students' assessment data. Overwhelmed by the sheer volume of data and unsure how to interpret it effectively, Jen hoped Lisa could provide guidance.
Lisa was reviewing lesson plans in her office when Jen walked in, wearing an apologetic expression. With a warm smile, Lisa invited her in and asked what was on her mind. Jen explained that she had administered a recent math assessment and struggled to make sense of the results. Frustrated, she said, “All I see are numbers and failure.”
Instinctively, Lisa wanted to dive in and solve the problem. As a former teacher with a knack for data interpretation, she often found it hard to understand why others struggled with this skill. But instead of reacting immediately, Lisa paused, listening attentively and nodding empathetically to validate Jen’s concerns.
“You said failure—that’s a powerful word,” Lisa said gently. “I want to assure you this process is normal for teachers. It’s easy to internalize these numbers, but let’s start by looking at them objectively.”
Lisa asked Jen about the specific assessment and the students’ focus areas, carefully listening to her responses to understand the context and challenges. During the discussion, Jen admitted feeling mounting pressure to improve results, identifying the school principal as a significant source of her anxiety. Lisa chose not to explore this comment further, filing it away for a future conversation with the principal.
Instead, Lisa redirected the focus, reminding Jen that the data was just a tool. “These numbers are here to guide you, not define you,” Lisa said. She prioritized equipping Jen with the skills to interpret the data herself, focusing on building confidence and capacity rather than providing temporary relief.
Relief vs. Fix
This chapter analyzes Lisa’s decision to focus on providing relief rather than building Jen’s skills. It also introduces the concept of persona stacks, groupings of coaching personas that help guide responses to teachers’ needs. Rather than choosing from seven distinct personas, coaches can narrow their approach by asking a simple question: Does this teacher need relief or a fix?
Relief is about creating space for emotional expression and validation, offering support without the pressure of immediate solutions, whereas fixing focuses on identifying problems and providing specific, actionable solutions.
Understanding Relief
Relief is about creating space for emotional expression and validation, offering support without the pressure of immediate solutions. These conversations often begin with a critical moment where the teacher experiences emotional and psychological respite. Relief allows the teacher to unburden themselves, receive validation for their struggles, and gain perspective, ultimately rejuvenating their emotional state and fostering a sense of trust and partnership. This emotional release is essential for teachers to move forward with renewed focus and confidence, equipped to tackle the complexities of their practice.
Relief conversations often do not fix the root competency challenges but can prevent burnout and build trust. These conversations are most effective when they allow teachers to unpack disempowered mindsets, paving the way for more sustainable growth.
Understanding Fix
Fixing involves building capacity to address the underlying issues impacting a teacher’s practice. It consists in identifying growth areas, setting goals or actions, and practicing. Fixing focuses on improving the situation, not the person, a mindset critical for establishing a true partnership necessary for professional growth.
Fixing is a comprehensive approach. It requires diagnosing the problem, designing a solution, and collaborating with the teacher to ensure success. A successful fix empowers teachers with tools they can use independently, fostering self-efficacy.
Relief and Fix in Action
Coaches often instinctively decide between relief and fix based on the teacher’s needs. However, these decisions can be refined through reflective questions:
Is there a mindset holding this teacher back from taking action?
Is there an emotional barrier preventing progress?
Would relief support a fix, or vice versa?
What needs to come first?
How would my choice impact students right now?
What evidence supports my decision?
Personas as Stacks: Choosing the Right Ingredients
Think of personas as ingredients in a recipe. A coach must choose the right "stack" of personas, like a baker deciding between the ingredients for cookies versus a pie. Whether providing relief or pursuing a fix, reflective thinking and active listening are always essential—the butter and salt in every recipe.
When providing relief, a coach might use the Buddy, Parent, or Therapist personas, focusing on emotional support and empathy. When pursuing a fix, the Consultant, Professor, or Coach personas might take the lead, emphasizing skill-building and problem-solving.
The key is intentionality. By training themselves to identify the appropriate pathway and persona stack, coaches can effectively respond to teachers’ needs while prioritizing student outcomes.
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