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What Are the Different Instructional 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 successful 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 successfully implement a program or set of instructional practices. The goal is teacher improvement. This differs from student-centered coaching because, while the outcome 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 individuals 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?
