Instructional coaching is most effective when district and building leaders work together with the coach(es) to align their efforts to school goals and encourage teachers to work with the coach 1,2,3,4. Furthermore, district leaders need to provide more guidance, resources, and time for coaches to support teachers, especially when coaching teachers on the use of instructional technology 5.
We know this, but time and time again I hear from coaches across the country that their principal doesn’t know they exist, or a similar sentiment. Part of it may be that a principal doesn’t fully understand the role of a coach, in particular, a tech coach. It also may be the never ending list of responsibilities and initiatives that require admins’ attention… who’s got time for one more thing?!
Whatever the reason, it’s critical that admin, and in particular, building principals understand how to leverage these PD powerhouses. Why so critical? Becuase instructional coaching, and in particular coaching that supports the use of technology for instruction, has been on the rise since 2000 and has doubled when compared to other school personnel 6. If schools are pouring precious resources into providing coaching as an instructional support option, then we need to make sure we are maximizing the impact of these individuals.
So, what can you do as a school administrator to support your instructional coaches? I’ve boiled it down into four key areas that are needed for support.
- Advocate. Advocate for your coach(es) by helping to clarify their role for teachers. Ensure that teachers know how your coach can support them with their instruction, and most importantly, encourage teachers of ALL ability and experience levels to work with a coach.
- Communicate. Communicate with your coach on a regular basis; having a standing bi-weekly or monthly meeting with your coach can ensure regular opportunities to continuously align the coach’s work with your building goals and discuss teacher support needs. Additionally, the coach should never be the one to communicate new initiatives or expectations to staff… admin need to own the initial rollout and follow up accountability piece. The coach should merely be seen as supporting teachers in achieving those expectations.
- Include. Include the coach in strategic and professional development planning meetings. The coach has so much insight into teacher needs on a wide scale that it would be a missed opportunity not to give them a seat at the table. Additionally, include the coach in seemingly non-tech focused initiatives. For example, you may not think that conversations around personalized learning or community engagement would involve a tech coach at face value, but if we want to eventually see technology be meaningfully embedded in the work we do, then a coach could be a real asset in helping you carry out these initiatives.
- Protect. Protect their time with teachers at all costs! Too often, the coach is unable to actually coach because too many administrative duties have been added to their plate, especially if they are a tech coach (psst… a tech coach is not your master rosterer for all curriculum programs!). Conversely, protect teachers’ time to work with the coach. Teachers can’t meet with a coach if every time the coach is in your building the teachers have to meet with admin or have parent meetings. Wouldn’t time be best spent by both the coach and teacher if they are committed and focused on improving student outcomes together? And lastly, honor that your coach has to protect their relationship with teachers by keeping some things confidential.
What ideas do you have to help school administrators support instructional coaches?
Tech To You Later!
-Katie
References
- Gallucci, C., DeVoogt Van Lare, M., Yoon, I. H., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47(4), 919–963.
- Russell, J. L., Correnti, R., Stein, M. K., Bill, V., Hannan, M., Schwartz, N., Booker, L. N., Pratt, N. R., & Matthis, C. (2020). Learning from adaptation to support instructional improvement at scale: Understanding coach adaptation in the TN Mathematics Coaching Project. American Educational Research Journal, 57(1), 148–187.
- Shanklin, N. (2007). What supports do literacy coaches need from administrators in order to succeed?. Literacy Coaching Clearinghouse, National Council of Teachers of English 1111 West Kenyon Road, Urbana, IL 61801.
- Stein, M.K., Russell, J.L., Bill, V., Correnti, R., & Speranzo, L. (2021). Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons. Journal of Mathematics Teacher Education.
- Hashim, A. K. (2020). Coaching and districtwide improvement: Exploring the systemic leadership practices of instructional coaches. Teachers College Record, 122(10).
- Hannan, M. Q., & Russell, J. L. (2020). Coaching in context: Exploring conditions that shape instructional coaching practice. Teachers College Record (1970), 122(10), 1–40.