The final substandard of ISTE Coaching Standard 6 differs from the first two in that the wording shifts from continual learning to reflection. This is my favorite of the trio because some of my most transformative moments as a teacher have come from deep reflection on how and why I’m approaching student goals in a particular way and then considering the impact other choices may have on those goals.
Likewise, I’ve been positively impacted by coaches who have led through questioning and inquiry versus straight-forward criticism and suggestions. Whenever possible, coaches should encourage self-reflection and assessment.
Both of my pieces of evidence encourage professional development and change through the use of reflection and assessment. The high degree of learner autonomy supports the principles of adult learning