Instructional Transformation through Coaching

Almost every principal I work with understands that the quality of instruction impacts student achievement. Schools that don’t achieve their goals usually lack strategies to influence the quality of their instruction. They are not able to establish a culture where student success is not only talked about but achieved.

Simply believing that students will accomplish their goals is not enough. Teachers must also develop the skills to engage and impact student performance. These skills can be acquired by your teachers through effective coaching under the leadership or outside coach. Instructional coaches support students’ learning by partnering with their teachers to identify successful classroom strategies. 

Before we begin discussions about how to use student data to transform instruction, there must be a foundation of strong instructional practices. Without this foundation, data discussions will not be enough to improve performance. Data can transform instruction when classroom strategies are effective. 

Most schools are using internal instructional coaches to help transform instructional practices. If you are using an instructional coach and there is no transformation of instructional strategies, there are three obstacles that often get in the way of effective instructional coaching:

1. Coaching Expertise: 

To be effective, the instructional coach must have expertise in teaching, coaching and strong communication skills. I usually see schools having their strong teachers assume the role of an instructional coach. This setup might work but only to a certain degree specially if the teachers are not taught what to do to be an effective coach. 

Coaching requires a different skill set. Some are effective coaches naturally, but many are not. If the coach doesn’t know how to properly implement strategies, it may do more harm than good. In addition, if a coach can’t communicate and persuade the teacher to make those improvements, it is unlikely to be of much help. 

Schools that use an external consultant who not only develops teacher expertise but also helps develop coaching skills, find much success. An external consultant can help model and identify the next steps when they walk through classrooms with the coach. They can also assist coaches with how to communicate with teachers to help them reframe the way a teacher may think about a classroom practice or strategy.

• What is the coach’s plan for helping teachers develop effective teaching strategies and classroom practices? If they do not have a plan, why not?
• As a school leader, do you have clearly defined expectations for your instructional coach?

2. Time: 

For coaching to be effective, it requires time to observe and to discuss the observation with teachers. These are not easily achieved when teachers and coaches are already very busy. Teachers may be resistant to additional tasks since they are usually busy already. Given this fact, does your school allot time for an effective coaching program?

Time Barrier Reflection Questions:

• Are instructional coaches asked to prioritize other duties or is the focus directed in coaching?
• As a school leader, how are you coaching your coach and monitoring their time?

3. School Climate for Coaching: 

Some teachers may see instructional coaching merits and enthusiastically welcome their coach’s visits. A school with a positive point of view regarding coaching will be willing to cooperate with the process. However, if the school climate for coaching has not been developed and explained, this could have negative effects.

Teachers may have a range of reactions to coaching, based on their personalities, experiences, and beliefs about coaching. It is important for coaches to be aware of these potential reactions and to approach coaching with sensitivity and respect for each teacher’s unique perspective.

School Climate for Coaching Reflection Questions:

• How receptive are your teachers to instructional coaches?
• How do you as a school leader create a positive climate for coaching?

"Coaching is not about what’s wrong, it’s about what’s next."  Anonymous

School leaders can work with school instructional coaching in several ways to support teachers and improve student learning. Here are some strategies principals can use to effectively collaborate with instructional coaches:

1. Establishing clear goals and expectations
2. Providing ongoing support
3. Encouraging collaboration and communication
4. Monitoring progress and outcomes

Overall, school leaders play a critical role in supporting and enhancing the work of instructional coaches. By working collaboratively with coaches, principals can help build a culture of continuous improvement and support teacher growth and development. 

"Coaching is unlocking a person's potential to maximize their own performance."  John Whitmore

If you are interested in more information or would like assistance analyzing your data and identifying areas to transform instruction with coaching, request a FREE consultation call. Fill in the Contact Form: https://debradurma.com/contact-us 

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