Simply Instructional Coaching

Copyright © 2023 by Nicole S. Turner

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Library of Congress Cataloging-in-Publication Data

Names: Turner, Nicole S., author.

Title: Simply instructional coaching : questions asked and answered from the field / Nicole S. Turner.

Description: Revised edition. | Bloomington, IN : Solution Tree Press, 2022. | Includes bibliographical references and index.

Identifiers: LCCN 2022028673 (print) | LCCN 2022028674 (ebook) | ISBN 9781954631854 (paperback) | ISBN 9781954631861 (ebook)

Subjects: LCSH: Mentoring in education. | Teachers--In-service training. | Teachers--Professional relationships. | Educational leadership.

Classification: LCC LB1731.4 .T87 2022 (print) | LCC LB1731.4 (ebook) | DDC 370.71/5--dc23/eng/20220706

LC record available at https://lccn.loc.gov/2022028673

LC ebook record available at https://lccn.loc.gov/2022028674

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In loving memory of my father, Perry T. Turner Sr.

Although you are no longer physically present in my life, I still feel your impact every day. Thank you for instilling in me that anything is possible with faith, hard work, and determination.

In loving memory of my big brother, Monte G. Johnson Jr. Thank you for all of the beautiful memories of growing up and your words of wisdom; they have stayed close in my heart and given me hope when I had nothing to pull on.

To my mom, Helen

It’s impossible to thank you adequately for everything you’ve done, from loving me unconditionally to raising me to have values and celebrate and embrace life. Thank you for pouring yourself into me; I could never understand a mother’s love until now.

To my oldest son, Josh

Having you was one of the best decisions in my life. As your mother, it is my job to teach you about life, but you have taught me what life is all about. When God blessed me with you, my life changed, and it was one of the greatest days of my life.

To my one and only daughter, Kristyn

You are one of the most beautiful miracles in my life and one of the greatest joys I know. You are the true meaning of persistence and determination. You may have outgrown my lap, but you will never outgrow my heart.

To my youngest son, Maurice Justin

You are so smart, funny, and full of life. You have made this family complete. You have helped to create some of the happiest memories of the past, the most joyous moments of the present, and the hope and promise of the future.

To my best friend, Rick

Thank you for believing in me when I was too weak and exhausted to believe in myself, for always knowing who I am and reminding me of that when I forgot, for pushing me beyond all measures, for not judging me when I did something crazy, and for always being honest. I have no doubt that you are genuinely concerned with the outcome of my life and my children. Thank you for doing all the things a genuine best friend does. I could never repay you for being you.

Last but not least, to all of the wonderfully dedicated teachers and instructional coaches in this world who have made a commitment to being a special part of children’s lives forever—continue the work, this is for you.

Visit go.SolutionTree.com/instruction to download the free reproducibles in this book.

Table of

Chapter 2: transitioning to the instrUctional coaching role 19

What the Research Says 19

How Do You Transition to Your First Coaching Role?

How Do You Create a Coaching Philosophy?

What Are the Top Instructional Coaching Best Practices?

What Are the Top Instructional Coaching Mistakes, and How Do You Avoid Them?

What Does Goal Setting Look Like as a Coach?

How Can You Get Feedback to Become a Better Instructional Coach?

Chapter 3: staying organized as an instrUctional coach 43

What the Research Says 43

How Do You Organize Your Space?

How Can You Manage Your Time as an Instructional Coach?

How Do You Develop a Coaching System?

How Do You Use a Planner?

How Do You Create an Instructional Coaching Schedule?

Chapter 4: BUilding relationships and trUst With teachers 61

What the Research Says 61

How Can You Build Relationships With Adults?

How Can You Work With Teachers Who Have a Fixed Mindset?

What Is the Best Way to Shift Your Relationship With Your Former Teammates?

How Do You Deal With Conflict Among Teachers on a Team?

How Do You Build a Relationship With Your Principal?

What Are Some Strategies for Encouraging the Administration to Hold Teachers Accountable?

Chapter 5: sUpporting yoUr teachers 81

What the Research Says 81

How Can You Create a Supportive Environment for Teachers? 83

How Will You Identify Teachers Who Need Support? 86

How Do You Build a Library of Resources to Support Teachers? 88

How Do You Hold Beginning-of-the-Year Meetings With Teachers? 90

How Do You Help Teachers Set Goals? 93

How Do You Best Provide Meaningful Feedback for Teachers? 96

How Can You Provide Constructive Criticism to Teachers? 100

How Can You Balance Providing Resources and Helping Teachers Learn Where to Find Resources Themselves? 103

What Do You Do When You Coach a Teacher Who Doesn’t Improve? 105

What Are Some Communication Strategies You Can Use as a Coach? 108

What Are Some Coaching Strategies You Can Use With Teachers? 113 Summary 118

Par T 2: THE TIER, COACH, GROW MODEL 121

Chapter 6: tiering teachers for sUpport 123

What the Research Says 123

Where Do You Begin With Tiering Teachers? 124

How Do You Conduct a Baseline Observation? 127

Should You Thank the Teacher After You Conduct a Baseline Observation? 135

136

Chapter 7: coaching teachers Using coaching cycles 137

What the Research Says 137

What Is an Instructional Coaching Cycle? 138

What Is the Purpose of the Instructional Coaching Cycle? 139

What Are the Components of an Instructional Coaching Cycle and How Do You Use Them?

How Does the Gradual-Release Model Inform Effective Coaching Cycles?

How Do You Have an Effective Coaching Conversation?

How Does Being Data Driven Fit Into the Coaching Cycle?

Chapter 8: groWing teachers throUgh professional development

What the Research Says 157

How Can You Gather Ideas for Professional Development to Offer Staff?

How Do You Develop a Professional Development Calendar?

What Are the Components of an Effective Professional Development Session?

How Does Being Data Driven Fit Into Professional Development?

How Do You Set the Mood for Collaboration Within a Team?

How Do You Plan for a Book Study With Teachers?

How Do You Use Video for Professional Development?

about the author

Nicole S. Turner is a K–12 educational coach, an author, a professional development trainer, and founder and CEO of Simply Coaching and Teaching Inc. She is also the founder of the Simply Coaching Summit™—the first virtual summit exclusively for instructional coaches and teacher leaders. Nicole specializes in helping instructional coaches master their roles and helping teachers teach using hands-on learn ing activities. She has more than seventeen years of K–12 classroom and leadership experience in positions such as classroom teacher, lead teacher, differentiated accountability coach, district- and building-level instructional coach, assistant principal, dean of students, AdvancEd diagnostic review team member, and school-improvement and turnaround specialist for the Indiana Department of Education.

Nicole has worked with thousands of educators, instructional coaches, and administrators across the United States through conferences and custom professional development sessions. Her professional memberships include Alpha Kappa Alpha Sorority Incorporated, National Sorority of Phi Delta Kappa, Indiana State Teacher Association, Indiana State Reading Association, and the Indiana Council of Teachers of Mathematics. She is the author of The S.I.M.P.L.E. Framework for Instructional Coaching™ Workbook and the creator of the Track My Coaching Planner™ and the Simply Learning Hub™.

Nicole is pursuing a doctorate in curriculum and instruction at Oakland City University with research focused on the professional development of instruc tional coaches.

When Nicole is not serving in various educational roles, she can be found spend ing time with her family, which consists of a supportive fiancée, three biological children, and three “bonus” children.

To learn more about Nicole’s work, visit www.simplycoachingandteaching.com or follow her @coachandteach on Twitter.

To book Nicole S. Turner for professional development, contact pd@SolutionTree.com.

Foreword

Want to get great at something? Get a coach! That’s the title of a TED Talk by Atul Gawande (2017), a surgeon, writer, and public health professor. Gawande (2017) shares that when he explored how professionals get better or get great, he found two historical approaches: (1) in professions like medicine, law, and music, you study, learn, practice, get certified, and then manage your own improvement, and (2) in sports, the tendency is for everyone to have a coach. The world’s best have a coach— usually coaches.

Gawande (2017) shared his surprise when he discovered after interviewing violin virtuoso Itzhak Perlman that he had been coached by his wife, who was listening from the audience and providing feedback.

“Itzhak, in that middle section, you know you sounded a little bit mechanical. What can you do differently next time?”

Having a realization that he might no longer be getting better, Gawande (2017) hired a coach to observe his surgeries and provide feedback.

Gawande (2017) describes what coaches do: “They are your external eyes and ears, providing a more accurate picture of your reality. They’re recognizing the fundamentals. They’re breaking down your actions.” Describing how it feels he adds, “It was painful. I didn’t like being observed, and at times I didn’t want to have to work on things. I also felt there were periods where I would get worse before I got better” (Gawande, 2017).

That’s a pretty accurate description of why being an instructional coach is not an easy task. It explains why many teachers are not standing in line to sign up for more

of a coach’s time. Too many educators have not experienced the benefits of making the investment in being coached. Successful coaches create experiences where the benefit of being coached outweighs the time, energy, and emotional costs. Gawande (2017) found that after two months of coaching, he was getting better again. And after a year, he saw complications in his surgeries drop even further (Gawande, 2017). As teachers observe their students benefiting from the teacher’s engagement in quality coaching, quality professional development, quality professional learning communities, and reflection with a coach and peers, the line for coaching forms.

I have had the pleasure of working with Nicole Turner over the past several years as partners for webinars and podcasts. I know her commitment to students and the teachers who serve them. That commitment guides her writing, teaching, and facil itating support for instructional coaches.

In Simply Instructional Coaching , Nicole provides answers to many questions instructional coaches have raised with her as they accepted and, in many cases, built their roles in schools. Part 1 examines questions concerning the foundations of instructional coaching. Definitions of coaching and the roles instructional coaches play are critical for clarity so coaches can build a partnership with administrators and trust with teachers.

Coaches need to consciously implement verbal communication skills based on effective listening, questioning, and paraphrasing. Nicole addresses questions such as, How do you assist teachers in setting goals? and How do you use data in coaching? with skills and strategies.

As a coach, you will find teachers may approach the need to change:

• Unaware (They think they are already achieving the desired student outcomes.)

• Getting ready (They know they need to change, but not yet.)

• Starting (They enter the learning dip as they start to change.)

• Developing (They are seeing the payoffs of the change being implemented.)

• Unwilling (There are no attempts or plans to change.)

Nicole answers coaches’ questions for all these situations.

In part 2, Nicole provides a model for tiering teachers to guide personalization and effective grouping for coaching services. Administrators often call on coaches to provide both formal and informal professional development, as well as support for existing or newly forming professional learning communities (PLCs). These are critical activities because they provide opportunities for the coach to model the

model . How do you model the practices that engage students in rigorous inquiry in professional development activities? How does a coach show her vulnerability and risk-taking as a participant in a PLC and model the actions she desires of students in classrooms and teachers during collaborative problem solving? Nicole addresses professional development and PLC questions in this section of the text.

I believe an exciting reason to be an educator is there is no mountaintop to our careers. As I pass year forty of my career, I’m amazed at all there is to learn about teaching and learning. As an instructional coach, you are in a great position to con tinue your learning while guiding others to do the same. What are the strategies you will use to build a continuous improvement culture? What opportunities do you provide for the best to grow? How do you model your personal continuous development?

As you begin, Nicole provides lots of questions and answers to ponder. It’s your turn to decide: Now what?

Best wishes on this important work!

Steve

Steve Barkley (2010, 2011) is chief learning officer of PLS 3rd Learning (https:// pls3rdlearning.com) and author of Quality Teaching in a Culture of Coaching and Instructional Coaching With the End in Mind . Visit to www.barkleyPD.com to find his weekly blogs and podcasts for school leaders at all levels.

Introduction

U ctional coaching

MY JOU r N EY TO COaCHING

Mine is a story of overcoming trials and tribulations. Born to two loving parents, I wasn’t naive about success. With my mother, a business owner turned elementary teacher, and my father, a steelworker, I knew what hard work looked like and what it could get you.

However, after graduating from high school, I wasn’t prepared for the road ahead.

My home was comfortable, perhaps too much so, as my transition to adulthood came with quite a few hurdles. From not taking college seriously to being convinced that a degree in business was my chosen path, I made my share of wrong turns. But what one could see as bad decisions were actually a cultivation of greatness. It’s a common misconception that one can achieve greatness without a few bumps in the road, but bumps were what I encountered.

I didn’t let anything or anyone stop me; even when my path became rugged and almost unbearable, I found inspiration to keep going. I mothered two beautiful

children while figuring out that business school wasn’t my destined route, and shortly thereafter came my youngest child. My children are the source of my strength, and I frequently refer to them as the Threes. After all, good things come in threes!

I fought the urge to teach on several occasions, but you can’t fight what’s inside you. I’m a natural coach and a born leader and, after a long reflective conversation with my mother, I knew I would become a teacher.

My journey in education was no different from my journey to it, as I encountered hurdle after hurdle. When I became a teacher, I never sought to be an instructional coach; I never even knew the position existed. But I remember the day I fell in love with helping teachers. It was my fourth year of teaching, and each year I had been moved from school to school and position to position. There was a surplus of teach ers, and I was what my leaders called an RIF (reduction in force) teacher each year. This particular year was no different from the other years, except I was in my prin cipal preparation program and had to do my “internship” hours outside the class room. I began the school year in my district’s high school. Even though my license was for K–6, I took the position temporarily, and it worked out great. I got a chance to get high school experience from the classroom perspective and work with one of the high school vice principals. For those three months, I learned a ton, and finally understood what leadership is all about.

One of my internship assignments was to work one on one with a teacher to improve instruction. My mentor principal paired me with a teacher who was strug gling with creating strong lessons in the classroom. I doubted myself because this was high school and I knew high school teachers are strong in content knowledge. How would I help a high school teacher? I was a good teacher, but my background was at the elementary school level. However, my elementary school knowledge on developing lessons for all content helped me guide this teacher in the right direction. I used my knowledge of instructional strategies, and the teacher’s lessons turned around. We met on Tuesdays and Thursdays for two hours after school. We worked on lesson plans and on practicing and talking through how to deliver the lessons. The feeling of helping a teacher improve also helped me identify the type of leader I want to be. I want not only to lead a school to success but also to help teachers in classrooms be better teachers and improve their instructional delivery, which would ultimately benefit their students.

As my career went on and I began to gain leadership experience, I was hired as a district differentiated accountability coach. It was a great opportunity, but I didn’t know exactly what I was doing; I was trying everything. I hosted weekly data meetings and entered data into spreadsheets; discussed lesson plans and their implementation; met with the principal; and covered lunch duty. I was trying my best,

and although the district saw some gains in instruction, I can’t say with 100 percent certainty that these gains came from my coaching. But that same year, I learned how to be an instructional coach. I leaned on books about coaching, talked with other coaches, and even got myself a coach and started creating and developing a system for coaching. Throughout the next few years, I tested and fine-tuned skills and pro cedures to ensure my coaching could make an impact.

If my journey taught me nothing else, it was how to coach others. Because of my experience, I am able to relate not only to teachers but also to students. Over the past seventeen-plus years, I have experienced primary and secondary education, worked in the classroom and administration, and even held the position of turnaround and school-improvement specialist for the state of Indiana. My favorite role is instructional coach; it is in this position that I’m able to shine because I personally excel while coaching others to do the same. I have dedicated my life to ensuring my colleagues have the tools they need to be phenomenal in the classroom, and their effectiveness results in the success of their students.

That dedication further fueled the next step in my career. I was not content with impacting and influencing my district alone; I want to empower the world! Out of that determination grew this book. Simply Instructional Coaching is my way of shar ing my years of experience with you.

HOW TO USE THIS BOOK

First, let me say congratulations on your coaching position!

Are you ready to get in there and be the best instructional coach you can be?

Absolutely you are! That is why you purchased this book. However, this is not a typical instructional coaching book focused on research and theory; I don’t discuss instructional or classroom-management strategies to offer teachers to help them in the classroom, and I don’t go into deep details on research about teachers’ thought patterns. You can find all those wonderful things in other coaching books. I do think those books and that information are essential to being an instructional coach. However, as a coach of coaches, I know that so many things get lost when you are transitioning into the position. One day you are hired and the next thing you know, it’s the first day of school and you have no idea what you are doing, how your leader envisions your position, how to approach a teacher as a coach, or what a coaching cycle is. You don’t even know how you fit into the scheme of things because you are not an administrator or a classroom teacher; you are somewhere in the middle, straddling the fence, trying to find your place in the system. I have been there, and it took me some time to figure it all out, which is why I created this book.

Simply Instructional Coaching will help you create a plan and think through your next steps as you assume the role of a coach. It provides direction for how to get started as an instructional coach. This book includes answers to many questions new and seasoned coaches ask repeatedly on which you can reflect. The final goal is that you will be able to implement simple instructional coaching processes that have the greatest impact on your coaching efforts and, in turn, the greatest impact on teacher learning and student achievement.

I present this book in a question-and-answer format. Each chapter opens with a discussion about what the research says about the chapter topic. The rest of the chapter then presents the most commonly asked questions about that topic. I answer each question with suggestions and provide some step-by-step processes that can make the suggestions easy to implement. In addition, after each question, you will find a Coaching Reflection—prompts to jump-start your own thinking and define your immediate next steps. Visit go.SolutionTree.com/instruction to download reproducible versions of the reflection prompts for each chapter.

The book is divided into two parts. In part 1, “The Foundations of Instructional Coaching,” I answer all of the most frequently asked questions on foundational topics. These topics are what you must understand to create a solid foundation for coaching.

In chapter 1, you will read about what constitutes the position of an instructional coach. You will also discover there are many different instructional coaching models and roles coaches can play in schools and districts.

In chapter 2, you will find information on transitioning into an instructional coaching role. Whether you are a new or seasoned coach, you will find some takeaways. I share how to create a coaching philosophy, my top best practices and top coaching mistakes (and how to avoid them), how to be reflective, and more.

In chapter 3, I share strategies for staying organized as a coach—which is often harder than it sounds! This includes tips for organizing your space, time-management and scheduling strategies, and planning tools.

In chapter 4, I discuss building relationships and trust with teachers. This is the staple of your work as an instructional coach. I discuss fixed mindsets, dealing with conflict on a team, and even some strategies for building a strong relationship with your principal.

In chapter 5, I share the best practices I use to support teachers in the classroom. I delve into ways to create an environment that provides balanced support for teach ers, how to set goals with teachers, and how to give meaningful feedback and constructive criticism. I also discuss what to do when a teacher doesn’t improve, how to

utilize communication strategies when working with teachers, and what coaching strategies work best.

In part 2, “The Tier, Coach, Grow Model,” I introduce my coaching model, which articulates the action steps to implementing a coaching program and answers all the most frequently asked questions about these steps.

In chapter 6, I discuss tiering teachers, which is one of the more critical components of the coaching process as it allows coaches to differentiate coaching support for change. I also discuss conducting a baseline observation.

In chapter 7, I identify the instructional coaching cycle —a process by which an instructional coach provides support to a teacher through goal setting, planning, observation, and reflection so that the teacher can ultimately improve student out comes. I also define how to utilize a coaching cycle that will benefit teachers and students, how to increase the effectiveness of instructional coaching, how to conduct coaching conversations, and how to use data as part of the instructional cycle.

In chapter 8, I discuss delivering professional development sessions and working with teams. The chapter also includes how to create an effective professional devel opment session.

As you reflect on your role as an instructional coach, realize you will be implementing change and that change requires courage and consistency: the courage to step out of your comfort zone of being a classroom teacher and to approach, cele brate, coach, and lead others to success; and the consistency needed to implement coaching cycles repeatedly until you see change happening. Don’t give up! You will have hard days, sad days, happy days, lonely days, and empowering days. Never for get why you started and never forget that, at heart, you and I were and always will be teachers who do what is in the best interest of students.

It’s time to get started!

PART I THE FOUNDaTIONS TIONS OF INSTrUCTIONaL rUCTIONaL COaCHING CHING

Laying a solid foundation is a common metaphor in many different con texts. You hear it when talking about building a house and even when you talk about early childhood education and lower-elementary curricula. Everything you do must have a solid foundation, so moving to the role of instructional coach should be no different.

Merriam-Webster defines foundation (n.d.) as “a basis (such as a tenet, principle, or axiom) upon which something stands or is supported.” If you take this definition and place it in the context of the instructional coaching role, you need to seek the understanding and purpose of the role before you take action. You need to create schedules, seek the vision of your role, set up your office, dig into data, and connect yourself to the position before you do the work.

The goal of an instructional coach is to empower, equip, educate, and engage teachers to make an impact and meet instructional and school-improvement goals. Coaches must first get a clear understanding of their role before they can help others.

Understanding the Instructional Coaching role

c oaching is the U niversal lang U age of change and learning .

—B o B P roc T or

WH aT THE r E SE a r CH S aYS

In the United States, schools and districts spend $18 billion a year on teacher pro fessional development (Education Next, 2018). Despite the investment, there is little impact on student outcomes or teacher improvement (Horn & Goldstein, 2018). Less than half of U.S. students are performing at or above proficiency in core subjects like reading and mathematics (Irwin et al., 2021). Furthermore, student achievement is on the decline in these core subjects in many other countries, including Canada (O’Grady et al., 2019) and Australia (Thomson, 2022). School and district leaders often choose the professional development programs and require teachers to participate, leaving teachers unable to influence their own programs or training (Horn & Goldstein, 2018). Training continues to be primarily lecture style; this style is more cost-effective and can accommodate a large number of educators in one session (Lekwa, Reddy, & Shernoff, 2017). This approach, however, is not easily customized to the individual teachers and their specific needs, and when teachers fail to apply new ideas from their professional development, it lacks benefit to students (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007). The need for customizable professional development and implementation accountability has caused instructional coaching to emerge in schools (Lekwa et al., 2017).

WH aT I S a N I NSTr U CTION a L COaCH?

At the core, an instructional coach is someone whose role is to work with teachers and school leaders to improve the educational outcomes of students. Instructional coaches are school-based teacher leaders. As professional development specialists, coaches work with teachers and teams to “facilitate appropriate learning experi ences, provide feedback and support, and assist with implementation of challenges” (Killion, 2009, p. 9). Leaders put the coach in place to deliver high-quality profes sional development in several ways. Instructional coaches support teachers in areas such as content, instruction, organization, and management. The instructional coaching system comes to life when the instructional coach partners closely with school administrators. The result? A powerhouse team responsible for high-quality instruction using co-planning, modeling, and feedback (just to name a few) to make sure it all happens.

As an instructional coach, you’re not necessarily an expert in a certain subject. Your expertise lies in supporting teachers from any subject area. Yet leaders can assign instructional coaches to a specific content area. For example, there are mathe matics coaches, English language arts coaches, curriculum coaches, science coaches, social studies coaches, technology coaches, academic coaches, and so on. All of these content-specific coaches use the same coaching strategies to build teachers’ effectiveness in the classroom.

Instructional coaches work toward clearly defined goals. Some examples include the following.

• Increase graduation rates.

• Support teachers as they implement the latest state standards or the newest resources.

• Encourage equitable student participation by disaggregating ethnicity, gender, and socioeconomic status in all programs and student discipline data.

When a strong coaching infrastructure is dedicated to supporting teachers as they deepen and implement instructional practices, student achievement grows by leaps and bounds.

COACHING REFLECTION

Now knowing the definition of an instructional coach, rewrite the definition thinking of yourself as the coach. Use the following prompt to get started. I, (insert your name), as your instructional coach will . . .

WHY THE INSTRUCTIONAL COACHING MODEL?

The instructional coaching model can be seen as a professional development model. Many disciplines use the term professional development. Doctors, educators, accountants, nurses, and even manufacturers all participate in professional develop ment. Professional development is “continuing education and career training after a person has entered the workforce in order to help them develop new skills, stay up-to-date on current trends, and advance their career” (Antley, 2020).

For many years, teachers have attended professional development sessions and seminars. However, I’ve noticed that professional development tends to be ineffective when there’s no follow-up. After a teacher attends a professional development session, one of three things happens.

1. The teacher says the professional development was boring and leaves not knowing or understanding the approach or strategy taught and discussed. Therefore, the teacher never implements it in the classroom.

2. The teacher leaves the professional development excited to try something new in the classroom. He or she plans and implements the new approach, but it doesn’t go well. The teacher struggles to adapt the strategy to his or her classroom, hits a brick wall, and just gives up.

3. The teacher implements the strategy and it goes well, but the results are slow.

This is what I call train and hope. Teachers are trained on the new strategy or approach, and the administrators hope that it will work. But in each of these situa tions, teachers have no support to continue using the strategy and, therefore, usually don’t. The teachers’ time and the money spent on the consultant were wasted; the potential benefits of implementing the strategy or approach never come to fruition.

The instructional coaching model is a response to this need for ongoing support to implement strategies and approaches. Its purpose is to help close student achievement gaps and accelerate learning for all students by building teacher capac ity through the implementation of effective instructional practices (Casey, 2006). In other words, it allows coaches to train teachers on new strategies or approaches and support them through the implementation.

Research shows that coaching works (Becker, 2019; Harbour & Saclarides, 2020; Kraft & Blazar, 2018; Lockwood, McCombs, & Marsh, 2010). Helping teachers get through the rough spots in the classroom benefits not only the teacher but also the students and the field of education itself. Teacher shortages have long been a concern; furthermore, there are concerns about practicing educators lacking experience and proper credentials (García & Weiss, 2019). The alarming number of teachers who

have indicated a desire to leave the profession amplifies this concern (Jotkoff, 2022).

Coaching is one way to help retain teachers in the field. Well-implemented instruc tional coaching can help retain teachers who are considering leaving. It reenergizes teachers who are burning out, improves job satisfaction through the emphasis on teacher-coach-administrator partnerships, and strengthens school culture through collaboration (Digital Promise, n.d.).

The instructional coach is at the center of this model. The coach provides jobembedded professional development for the classroom teacher. From your work as an instructional coach, there should be evidence of improvement in classroom man agement, instruction, and overall student learning.

COACHING REFLECTION

Knowing you are at the center of the instructional coaching model, how will you measure your work? Jot down a few ways you want to measure your work at the end of the school year. For example, during my second year of coaching, I decided I wanted to see how my communication with teachers improved over the year. I created a survey and asked teachers to complete it anonymously at the beginning, middle, and end of the year. I asked the exact same questions each time, but in a different order. The feedback helped shape my work, and I was able to see my growth based on the answers.

WH aT ar E THE DIFFE r ENT INSTr U CTION a L COaCHING MODELS?

There are several different coaching models that have surfaced in education. Here, I share the three models I use in my work as a coach for teachers and as I coach other coaches. I reference the work of Diane R. Sweeney (2014), along with her coauthors Leanna S. Harris (2017, 2020) and Ann Mausbach (2018), on student-centered, teacher-centered, and relationship-driven coaching.

Student-Centered Coaching

Student-centered coaching is based on student learning and outcomes and keeps student work at the center of the coaching cycle. The teacher and coach review data and assessments to determine whether the methods the teacher employs are suc cessful for teaching a specific objective. Assessments determine progress toward and achievement of learning goals, and the teacher and coach analyze data from those assessments to determine future goals and decide which instructional methods will help students achieve them. I normally use this model when I am working with a more experienced teacher.

Teacher-Centered Coaching

Teacher-centered coaching focuses on teachers and what they need to do to suc cessfully implement a program or set of instructional practices. The goal is teacher improvement. This differs from student-centered coaching because, while the out come of both is improved student learning, student-centered coaching targets the improvement of specific learning objectives, whereas teacher-centered coaching aims to improve overall teaching practices. In this model, the coach guides the teacher in using evidence-based strategies with technology and curriculum as tools to improve instruction. The coach holds teachers accountable for making progress through the use of assessments and teachers’ ability to self-analyze and reflect on the reasons behind their lessons, educational choices, and beliefs. I use this model mostly when I am coaching new and struggling teachers.

Relationship-Driven Coaching

Relationship-driven coaching focuses on the relationship between the teacher and the instructional coach. In this model, the coach is a support person for the teacher, providing resources and collaboration without a spotlight on accountability. Both the teacher and the coach take the position of learner and leader, and the two indi viduals are equals in a collaborative learning process. The coach might help facilitate reflection and self-analysis of teaching methods, but not necessarily in a structured or

formal manner. I use this method with veteran teachers who need support in lesson planning, lesson implementation, and understanding the curriculum.

As a coach, you must learn to be flexible and meet the needs of the teacher. Learning how to implement each of these models all at the same time is crucial to your work.

COACHING REFLECTION

How can you become proficient in student-centered, teacher-centered, and relationship-driven coaching models? What will you need to do next?

WH aT ar E THE DIFFE r ENT r O LES OF a N INSTr U CTION a L COaCH?

Most everyone is familiar with the role of a teacher or a principal. But what’s your unique role as an instructional coach? As an instructional coach, you must be ready to wear many different hats. Your main role is to utilize research-based best practices in your work with classroom teachers. You will encourage teacher growth through modeling, reflection, data analysis, and high-quality professional development, and these come in many different forms.

There are ten roles that instructional coaches assume. Each role has its own spe cific set of required skills, challenges, and abilities to address teacher needs (Killion, 2009). Instructional coaches often serve in all ten roles simultaneously as they offer resources, knowledge, support, and advice to teachers.

1. Data coach: In this role, the instructional coach assists teachers in examining student achievement data and using the information gained from those data to design instruction and practices to address student learning needs. Instructional coaches help teachers and teacher teams better understand student data as they relate to curricular and instructional decisions.

2. Resource provider: In this role, the instructional coach provides resources teachers need but cannot easily acquire on their own. These resources might include specific supplies or learning materials to better reach students with different learning preferences or needs. These resources could also be instructional materials or resources from outside the school to help teachers plan instruction. Instructional coaches are knowledgeable regarding what is available within the school system and expected to use their resourcefulness to streamline the process of getting teachers what they need for successful instruction.

3. Mentor: In this role, the instructional coach helps acclimate new teachers (or new-to-the-building teachers) into their role.

4. Curriculum specialist: In this role, the instructional coach “focuses on the what of teaching rather than the how ” (Killion, 2009, p. 9). The coach helps teachers understand the concepts in their adopted curriculum and align assessments with the curriculum.

5. Instructional specialist: In this role, the instructional coach helps teachers focus on how to teach concepts by choosing instructional strategies and methodologies to differentiate instruction based on student needs. Instructional coaches also support teachers as they

prepare physical learning environments and classroom routines that optimize the learning experience for all types of learners.

6. Classroom supporter: In this role, the instructional coach works side by side with teachers to model, co-teach, observe, and provide feedback for teachers. This is often the role most people imagine when they think about what instructional coaches do all day. This role is unique because it is the only role that takes place inside the classroom while students are present, and it requires a broad range of skills from the coach, including “co-planning, co-teaching, observing, crafting feedback, and engaging in thoughtful, reflective conversation about teaching and learning” (Killion, 2009, p. 12). This role is challenging because teachers can see it as intrusive, often causing resistance.

7. Learning facilitator: In this role, the instructional coach organizes and facilitates learning opportunities for teachers. This can include organizing professional development opportunities, leading book studies, supporting action-research opportunities, holding workshops, and more.

8. School leader: In this role, the instructional coach supports school and district initiatives by assisting teachers in implementing those initiatives. This particular role can create confusion surrounding the coaching role; lines can blur as to whether the coach’s allegiance aligns with teachers or administrators.

9. Catalyst for change: In this role, the instructional coach initiates change by making observations, then speaking up with opinions that challenge the status quo. Instructional coaches do this to challenge routines that might not be yielding the best results. This sparks discussion, analysis, and eventual change.

10. Learner: In this role, instructional coaches regularly engage in continuous learning and development to strengthen and reflect on their coaching practices.

The practice of serving in multiple roles as an instructional coach in a school or district can create conflicts. For instance, it can be difficult for you to fulfill adminis trative duties—you may worry that your role as an ally to teachers is at risk. Teachers should never feel someone who is serving as their coach is also evaluating them! To prevent this dynamic, administrators must clearly outline your coaching role for everyone involved.

COACHING REFLECTION

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1 to 10,

SUMM arY

Instructional coaching has emerged as a popular and effective form of individual ized professional development in schools. It’s the ultimate differentiation for meeting teachers’ needs, and there are several different models coaches can use depending on the intended goal and desired outcome. Instructional coaches serve in many dif ferent capacities within their assigned schools, making it a challenging but essential role. When implemented in a purposeful and authentic way, coaching can have an incredible impact on student outcomes. Furthermore, effective coaching can improve teacher retention through its focus on professional development, relationships, and a culture of collaboration.

“This book is the missing piece! Nicole S. Turner’s book brings clarity through her practical applications from lived coaching experience, outlining the planning nuts and bolts and mitigating potential pitfalls— exactly what new instructional coaches need to begin with less frustration and more immediate success!” Nichole Walsh, Assistant Professor, Kremen School of Education and Human Development, Fresno State University

“Through a question-and-answer format, Turner provides easy-to-read, research-based advice on the foundational components that will help instructional coaches find success in their roles. It is evident that her practical advice stems from her rich experience and her passion as an instructional coach. This will be a valuable go-to guide for coaches for years to come.”

—Sherry St. Clair, President, Reflective Learning LLC; Author, Coaching Redefined

The role of an instructional coach is fundamental to K–12 education. By providing personalized, job-embedded professional learning and support for teachers, instructional coaches directly contribute to the success of students and schools. In Simply Instructional Coaching: Questions Asked and Answered From the Field, Revised Edition, author Nicole S. Turner opens up about the trials and joys of being a coach. She uses the latest research and her years of experience in numerous educational roles to answer frequently asked questions about coaching. With its foundational advice, practical coaching framework, and opportunities for reflection, this book will help you jump-start your coaching career.

READERS WILL:

Learn about the responsibilities of instructional coaches in schools

Understand the best ways to support teachers and guide their professional learning

Improve relationships with teachers and principals

Explore a three-part model for initiating a coaching program

Utilize targeted reflections and tools to engage with their own role as a coach