We recently hosted our own ‘back-to-school night’ on our Facebook page to discuss some hot topics that we are experiencing in our work with K-12 instructional coaches and leaders. Here’s what we are hearing from many of the K-12 coaches and leaders who we support.
1. Creating Consistency Within the Coaching Program
Gone are the days of hiring coaches and hoping that they’ll figure it out on their own. Over and over, we are hearing from school districts that they are looking to create consistency when it comes to coaching positions. Since Student-Centered Coaching is a framework for coaching, it provides just the right level of structure that district leaders are asking for because we provide a straightforward process alongside opportunities for being responsive at any given moment. Consistent implementation isn’t merely about logistics, it’s about equity. If we hope to impact student and teacher learning through coaching, then we need strong systems and structures for the work.
2. Kicking Off Coaching Cycles
How quickly a coach launches coaching cycles will vary based on factors such as how long the coach has worked in the school, the depth of the principal and coach partnership, and the level of understanding among teachers about the ‘why’ and ‘how’ for coaching. One way to set the stage for coaching cycles is by using mini coaching cycles is by using mini coaching cycles since they help teachers understand what it feels like to work with a coach. Another way to kick off coaching cycles is to partner with teachers to establish their classroom routines at the beginning of the year. We write extensively about how to move toward coaching cycles in our book, Moves for Launching a New Year of Student-Centered Coaching.
3. Measuring the Impact of Coaching
Measuring the impact of coaching is a core practice for many reasons. We use a tool known as the Results-Based Coaching Tool (RBCT) to understand how a coaching cycle impacted teacher and student learning. This opens the door to celebration by lifting up and sharing the story of our work. In turn, this builds collective teacher efficacy and deepens the understanding among teachers of the value of coaching.
4. Building Classrooms that Create Belonging for Students
At the beginning of the year, teachers are working hard to create classroom communities that create belonging for their students. This pays dividends because students will always put in more effort when there is an established relationship with their teacher. Let’s not leave this to chance, especially with our new teachers. Instead, we can coach into strategies for creating belonging in the classroom.
5. Partnering with the Principal
The principal is a key player for ensuring that coaching is effective. Not only do we ask school leaders to support the work, we provide strategies for actively leading it. This includes how to advocate to teachers why coaching matters. As the year moves along, partnering with the principal also involves regular meetings with the coach where coaching cycles, instruction, and professional learning are discussed.
As you read about these hot topics, do any of them resonate with you? If not, what are you experiencing in your work as an instructional coach or school leader?