My Coaches' Couch: How Do You Slice Your Coaching Pie?

Coaches are instructional experts who may find themselves pulled in many directions as part of their job description. They continually update their knowledge through professional reading, attending conferences, and participating in professional development. They lead and attend meetings with teachers and administrators. They are data analysts, instructional specialists, and resource providers. In all of these ways, instructional coaches are catalysts for change. With all the jobs on your plate, how do you, as an instructional coach, slice your coaching pie? Consider the following suggestions, which are grounded in research about effective coaching:

There are no positive effects for time that coaches spend on school management or administrative tasks. In fact, these activities negatively impact coaching.¹

Not surprisingly, it is the time that coaches spend working directly with teachers that matters. Time with teachers predicts not only teachers’ perceptions about coaching but also increases in student achievement.^1,2 As coaches spend time with teachers, teachers believe their coach understands their needs and can help solve their instructional problems. They also see coaches as a support for aiding struggling students.

Let’s slice the pie a little thinner. When you’re spending time with teachers, what should you do? Modelling and observing both have impact.^{3, 4} Conferring is also an effective practice. Time for professional conversation is so limited in teachers’ professional lives that they usually respond positively to this opportunity. As coaches confer with teachers, time spent focused on effective instruction produces results, as does time spent discussing assessments.³Sharing professional literature also has value and can result in changes in beliefs and practices. ^2,5

When coaches spend time with teachers, modeling, observing, and conferring, student achievement increases and teachers feel empowered to take risks and try new teaching practices.

So how do you slice your coaching pie? A generous helping of time with teachers yields best results!

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¹Bean, R.M. Draper, J.A., Hall, V., Vandermolen, J. & Zigmond, N. (2010). Coaches and coaching in Reading First schools: A reality check. The Elementary School Journal, 111(1), 87-114.

²Vanderburg, M. & Stephens, D. (2010). The impact of literacy coaches: What teachers value and how teachers change. The Elementary School Journal, 111(1), 141-163.

³ Elish-Piper, L., & L’Allier, S.K. (2011). Examining the relationship between literacy coaching and student reading gains in grades K-3. The Elementary School Journal, 112(1), 83-106.

⁴ Collet, V.S. (2012). The Gradual Increase of Responsibility Model: Coaching for teacher change. Literacy Research and Instruction, 51:1, 27-47.

⁵Stephens, D. Morgan, D.N., DeFord, D.E. et. al. (2011). The impact of literacy coaches on teachers’ beliefs and practices. Journal of Literacy Research, 43(3), 215-249.

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This week, you might want to take a look at:

Why a veteran teacher works with a coach:

http://www.literacyinlearningexchange.org/blog/because-mirrors-have-bias-why-veteran-teacher-works-literacy-coach

Reading to children from birth – as important as vaccinations, according to the American Pediatrics Association:

http://www.deseretnews.com/article/865665532/Storytimes-hidden-power-How-reading-transforms-more-than-language-skills.html

Mastering the teacher look (I suggest less smirk):

https://www.teachingchannel.org/videos/getting-students-back-on-track

Thoughts about what makes a book “Just Right””

https://www.choiceliteracy.com/articles-detail-view.php?id=2173

8 Reasons why I teach, by Starr Sackstein:

http://blogs.edweek.org/teachers/work_in_progress/2017/01/why_teach.html