Step 6: Make It Concrete
Step 6: Make It Concrete
Offer:
- "When I observe next time, I'll specifically watch the girls' engagement and note what's happening. Then we can look at the data together."
- "Let's audit the curriculum—what representations are there? What connections to student interests?"
Sample Dialogue
> Teacher: "The girls just aren't interested in coding. They'd rather do art projects."
>
> Coach: "I'd love to understand more about what you're seeing. When you say they're not interested, what does that look like?"
>
> Teacher: "Well, Maya and Sophia finish super fast and then just doodle. And during the coding games, the boys are all competitive and engaged, but the girls just kind of go through the motions."
>
> Coach: "That's interesting. So it sounds like Maya and Sophia finish quickly—that might actually mean they're getting it faster than we expect! And I'm curious about the competitive aspect—what do you think the girls would say about those games if you asked them?"
>
> Teacher: "Hmm, I don't know. I never asked."
>
> Coach: "It might be worth exploring. Research shows that girls are often just as capable and interested in CS, but they respond better to different types of activities—projects with creative expression, social impact, or collaboration rather than competition. I wonder if the 'art' connection is actually a strength we could lean into. What if we tried a project where they could design something creative using code?"
>
> Teacher: "Like what?"
>
> Coach: "In Scratch, students can create their own stories or design animations. The art IS the code. Would you be open to trying something like that and seeing if engagement shifts?"
Anticipating Complications
If she's defensive:
- Don't argue
- Validate her observation: "It sounds like you really want to reach all your students"
- Plant seeds and return to it later
If it's a deeply held belief:
- This may take multiple conversations
- Focus on what she CAN control (representation, project choice, groupings)
- Share resources over time
If it persists:
- Document your coaching conversations
- Consider involving administration if it's affecting students
- Continue to model inclusive practices when you're in the classroom
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SCENARIO 3: Building Trust with a Reluctant Teacher
The Situation
> "I've been assigned to coach a veteran teacher who clearly didn't ask for coaching and resents my presence. She's polite but distant. Our sessions are surface-level."
Diagnostic Questions
1. About the situation:
- "How did she end up being coached? Was it mandated?"
- "What has her experience been with coaching or PD before?"
- "What's her general reputation in the school?"
2. About her concerns:
- "What does she seem worried about?"
- "Has she said anything about why she's resistant?"
- "What might she be protecting?"
3. About your approach so far:
- "What have you tried?"
- "What topics has she shown any interest in?"
- "Are there any moments of openness?"