5 mistakes you might be making as an instructional coach
© Paul Emerich France, Make Teaching Sustainable, 2024
Instructional coaching is a complex and ever-evolving role. It requires a unique blend of pedagogical knowledge, interpersonal skills, and a dash of "coaching magic" to truly make a difference. It's no wonder that even seasoned coaches sometimes find themselves in a rut or making common mistakes.
The good news is that these mistakes are often easily correctable. By being mindful of potential pitfalls, we can refine our coaching practices and better support teachers in their growth journey. Let's dive into five common mistakes instructional coaches might make and, more importantly, how to avoid them.
Mistake #1: Not Documenting Your Conversations
In the whirlwind of coaching cycles, it's easy to let documentation fall by the wayside. After all, you're busy building relationships, observing classrooms, and planning for future sessions. However, failing to document your coaching conversations can lead to misunderstandings, missed opportunities, and a lack of clarity for both you and the teacher.
Imagine this: you have a fantastic coaching conversation with a teacher about implementing a new differentiation strategy. You both leave feeling energized and excited. But weeks later, when you follow up, the teacher seems unsure about the specifics. Without documentation, it becomes difficult to revisit the conversation's key takeaways and action steps.
The Solution: Embrace a system for documenting your coaching interactions. This could be as simple as a shared digital document, a coaching log, or even quick notes jotted down after each session. Be sure to include the date, key discussion points, agreed-upon action steps, and any relevant resources. This documentation serves as a valuable reference point, promotes accountability, and helps track progress over time.
Mistake #2: Leaving Meetings Without Action Steps
Coaching conversations should be more than just friendly chats about teaching. They need to result in tangible actions that lead to growth and improvement. Leaving a meeting without clear action steps for the teacher can create confusion and hinder progress.
Think of it like this: you're working with a teacher who wants to improve student engagement in their lessons. You discuss various strategies, but when the meeting ends, there's no concrete plan for implementation. The teacher is left feeling overwhelmed and unsure where to start.
The Solution: Always conclude coaching sessions by co-constructing clear, specific, and measurable action steps. These steps should be directly linked to the teacher's goals and the focus of your conversation. Ensure the teacher feels ownership of these steps and has the support needed to implement them effectively.
Mistake #3: Having No Data Source to Evaluate Instructional Shifts
Effective coaching is data-driven. Without a way to measure the impact of instructional shifts, it's impossible to know if your coaching is truly making a difference. Relying on anecdotal observations or gut feelings alone can be misleading and fail to provide the evidence needed to adjust strategies or celebrate successes.
Consider this scenario: you've been working with a teacher on incorporating more collaborative learning activities into their lessons. You observe a few classes and notice students seem more engaged. But without concrete data, it's difficult to determine if these changes are leading to improved learning outcomes.
The Solution: Work with teachers to identify relevant data sources that can be used to evaluate the efficacy of instructional changes. This might involve student work samples, formative assessments, observation data, or even student surveys. By analyzing this data together, you can gain valuable insights into the impact of your coaching and make data-informed decisions about future steps.
Mistake #4: Coaching by Telling Teachers How Great of a Teacher You Were
It's natural to want to share your own experiences and expertise with teachers. However, constantly referencing your past teaching glories can create a disconnect and make teachers feel like their own experiences are not valued.
Imagine a coach who begins every sentence with, "When I was in the classroom..." or "Back when I taught..." While these anecdotes might be well-intentioned, they can shift the focus away from the teacher's current needs and create an unnecessary comparison.
The Solution: Focus on the teacher's strengths, challenges, and goals. Make their growth the center of your coaching conversations. Instead of relying on your own experiences, draw upon research-based best practices, relevant resources, and the teacher's own reflections to guide your discussions.
Mistake #5: Coaching Only the Teacher, and Not the Whole Person
Teachers are more than just instructors; they are individuals with complex lives, emotions, and experiences. Effective coaching recognizes the importance of supporting the whole person, not just their teaching practices. Ignoring the human element can lead to burnout, disengagement, and missed opportunities for growth.
Think of a teacher who is struggling with classroom management. While providing strategies and resources is essential, it's equally important to acknowledge the emotional toll that challenging behavior can take. Ignoring this aspect can hinder the teacher's ability to implement new strategies effectively.
The Solution: Cultivate a coaching relationship built on trust, empathy, and genuine connection. Take the time to understand the teacher's individual needs, challenges, and aspirations. Create a safe space for them to share their thoughts and feelings, and offer support that goes beyond just pedagogical strategies. Remember, a holistic approach to coaching fosters well-being, resilience, and ultimately, more effective teaching.
Instructional coaching is a journey of continuous learning and refinement. By reflecting on our practices and being mindful of these common mistakes, we can strengthen our coaching skills and better support teachers in their pursuit of excellence.
