Coaching plays an essential part in student success and the growth of teachers. To be honest, coaching is not an easy job; it calls for commitment from all parties’ teachers, the coach, and the principal. The pandemic has made coaching even more challenging but we are all working through trying to thrive. Coaches have a challenge; especially on their first days as a coach, they are working to build relationships with everyone in the building. Our first goal is to meet everyone while helping them with their number one focus at that moment. In order to have a successful year Instructional coaches must work on building trust, taking mental note of all teachers’ needs, and their specific interests. Effective coaches have their tasks broken down into logical milestones. student-centered coaching aids, and teacher goals. We are all working hard to achieve the academic goals teachers have for their students.

How do Instructional Coaches Define their Role?

The first task is calibrating the perception of ones’ role with the school principal rather than letting the role define itself. The coach and principal get an opportunity to define their mode of operation and let teachers know what to expect from them at school. Moreover, the coach should work to clarify coaching and enlighten teachers on how the program will benefit them and positively affect their students. Once the vision of the coach is articulated and transparent for teachers; the teachers themselves must buy in and trust that the coach is there to support them. It is vital to conduct a poll to gauge the interest of the teachers and come up with a plan. Careful planning and effective communication are crucial to ensure teachers understand the value of the coach; hence the coach should strive to understand the differing needs of all teachers.

Please don’t wait to visit classrooms; jump right in!

With student-oriented coaching some teachers jump right in, some are reluctant to change and some are half-hearted as they are used to teacher-based coaching. It is up to the coach when faced with the above scenario to help the teacher take a step back and consider the student's goals. Student needs differ in levels, schools, and amongst teachers, hence coaching should factor in such differences and embrace flexibility. The coach should develop a program that benefits both teachers and students in that the teacher sees the value of the coaching and invites the coach for more. The best way to achieve this goal is by harmonizing the expectations of the teacher and the coach.  With expectations discussed, the coaching can be flexible to fit the schedule of the teacher and enable him to meet the needs of the students effectively. With this being said, start visiting classes immediately you want to make sure teachers are used to seeing you regularly so start visiting classrooms on day 1.

What is a typical week for a coach?

A typical week for a full-time coach should entail meeting with the principal once, allocating enough time to meet all teachers depending on the mode whether one on one, small group, grade level, or whole group meeting (Sweeney, 2010). Teachers with similar needs can have the same sessions and work collaboratively. Within the week the coach should make formal and informal follow-ups with teachers to access their progress. The coach should also spend time in the classroom to obtain more insights. Coaching is essential to help teachers understand the students in their classes. Coaching schedules should be made public, up-to-date, and create time for the coach to spend time in the classrooms; so if you are not an organized person things can get crazy. Establishing a good relationship with all teachers creates a smooth working environment for coaches. Future-oriented schools should adopt student-centered coaching.

 References

Student-Centred Coaching Cycles. Kdruvenga. (2020, January 4). Student-centered coaching cycles. Instructional Coaches Corner. Retrieved October 14, 2021, from https://www.instructionalcoaches.com/student-centered-coaching-cycle-guide/.

Sweeney, D. (2010). Student-centered coaching: A guide for K–8 coaches and principals. Corwin Press.