Coach as Liaison

Coaches sometimes act in the tenuous but valuable role of liaison, connecting teachers and administrators in ways that increase success.  When something is amiss, serving as a liaison requires careful consideration. If you are aware of a situation that may need attention, you’ll want to think carefully about whether there’s a part you should play in this process.  Relationships are the foundation of coaching, and liaising may put relationships at risk.  
 
It’s easiest to broker touchy conversations when evaluation is not part of the picture – when the coach is not in a formal evaluative role of teachers and when the principal is not the evaluator for the coach. Of course, there are many instances when one or both of these are not the case, and these require even more caution and care.
 
Let me offer an example and some possible steps forward: One problem you may be recognizing is teacher burnout. Although teacher attrition is a longstanding concern, the post-pandemic climate has resulted in an exodus of teachers from the profession.  If plans for next year seem out of step with teachers’ stamina, it may be worth offering your perspective to the principal.  But you’ll want to carefully consider both if and how to broach the topic.
 
First, ask yourself:

·       Would my administrator want to be aware of this concern?

Also ask:

·       Are there things the principal could potentially do about it?

Even if the answer to the second question is, “No,” it might still be helpful to have the discussion. If the answer to both questions is “Yes,” you may be the right one to broach the topic.
 
As an instructional coach, you are always thinking about what’s best for kids. That’s the bottom line. And as a liaison, you also consider what’s best for teachers and administrators. Ultimately, supporting both administrators and teachers is in the best interest of students.
 
Discussing touchy topics can strain relationships, so the conversation better be worth potential tension, and a positive outcome should seem tenable. Be sure you think about:

·       Confidentiality:  Ask yourself, “What can I say without breaching confidences? What should I avoid saying so that I don’t cast a teacher in a potentially negative light?  Make general statements without naming names, but phrase things in a way that doesn’t leave the principal wondering, “Who said that?”

·       Positive presentation:  Cast teachers in a favorable light. In the example of overburdened teachers, for example, be sure to emphasize how hard teachers are working, offering specific examples.

·       Positive assumptions:  Go into the conversations with the attitude that both the principal and the teachers are doing their best and want everyone involved to be satisfied with the outcome.  You’ll want to make sure your own positive assumptions are evidence as well.

·       Trust:  The liaison role is all about trust. You are willing to consider this conversation because you care. The trust you have built through previous interactions makes the role of liaison possible. 

With these characteristics of the situation in mind, decide whether the discussion you are contemplating is worth the risk.  If the chance for a favorable outcome seems high, plan for the conversation. Considering different approaches and anticipating possible responses will help you feel more confidence and increase the potential for success.  

 

Remember all the coaching moves in the GIR model (model, recommend, question, affirm, and praise)?  Your skill with some of these moves can come in handy as you talk with an administrator about a touchy topic.
 
You might want to start with praise.  You can acknowledge how hard the principal is working, with specific evidence. For example, that appeal to the school board for funds to repair the playground really paid off. Maybe the principal took on an extra school fundraiser requested by the PTO, and you saw her sorting orders and counting cash herself – that was a lot of extra time! Or you noticed how she scrambled to make sure classes were covered when three teachers were out and no subs were available.  If praise is sincere and specific, it sets a positive tone.
 
Next you might be ready to broach the topic you’ve been worrying about. It’s helpful if you can connect it first to your own work. In the example about overburdened teachers, you might say, “I’ve noticed that teachers have a lot on their plates right now, and there are some new initiatives being rolled out in the fall. I’m worried that teachers may not have the energy for coaching.”  Making connections to your own needs gives a context for why you are bringing up the topic.  It doesn’t point a finger at teachers.  What might your principal say when you pause after this connection? Think it through.
 
Next, you might ask a question that encourages the principal to brainstorm some things that could be done or changed. In the overburdened teacher scenario, you might say something like, “Teachers are going to have a lot of plates to spin in the fall. There’s the state’s expectations for PLC work, the new district reading curriculum that will include lots of trainings, and the focus on inclusion from SpEd. Do you think there’s anything that could be taken off their plates?
 
If it feels right, you might even make a recommendation about the situation, asking, “Would you mind if I suggest something?”
 
Notice how the sequence outlined above moves in the opposite order of the way we think about moves in the GIR model. When approaching a school leader, it can help to lay some groundwork that acknowledges their decision-making role.
 
If you chose to play the role of liaison, contemplate how the administrator might react to your insights and ideas and what you can do to increase the odds that they will be well-received. How will you temper the conversation to ensure that you abide by the ancient principle, “First, do no harm”?
 

This week, you might want to take a look at:
 
Prioritizing educators’ well-being:

https://www.edutopia.org/article/schools-not-teachers-must-reduce-stress-and-burnout-heres-how
 
 
A podcast by Jay McTighe about teaching real-world thinking skills:
 
https://www.ascd.org/podcasts/jay-mctighe-on-teaching-real-world-thinking-skills
 
 
Solutions for class discussion problems:
 
https://choiceliteracy.com/article/small-solutions-for-big-problems-with-classroom-discussions/
 
 
Upbeat ways to end the school year:
 
https://www.edutopia.org/blog/celebrating-end-of-school-year-vicki-davis
 
 
You make a difference:
 
https://www.youtube.com/watch?v=sr9QjaB83YA
 
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