4 Simple Steps to Your Successful Instructional Coaching Model

We are going to start with a couple of mantras…close your eyes…take a deep breath…think of yourself sitting on a relaxing beach with the waves lapping against the white sand…and follow me…

Repeat after me: Just because we have a coach, doesn’t mean coaching is happening.

Repeat after me: Just because I am a coach, doesn’t mean I’m supporting teachers.

And open your eyes.

So, you’ve just repeated what are probably the most important statements when it comes to building a killer instructional coaching model in a school.  We start by setting ourselves up with this idea: coaching is done WITH teachers, IN the classrooms, in the trenches ALONGSIDE those who are going to carry out the work in the classrooms.

I’m often asked, “Okay, how do I mentor teachers?” or “How do we set up a successful coaching model?” 

I’ve worked with so many schools and districts who have spent hundreds of thousands of dollars bringing coaches or teachers on special assignment out of the classrooms and into the coaching role.  Some have done this very successfully and the results are evident in the student performance – teachers are teaching better because of the coach’s support. 

I’ve also seen coaching efforts fall flat.  There was a lot of hype and fanfare around implementing a coaching model, but when it came down to it, the principals weren’t on board or the coaching failed to have a purpose or the teachers weren’t prepped on a school coaching model and so it fell flat and folks saw the coaching model as just “another flash in the pan effort to get better scores”.

The problem with failed coaching models goes beyond the obvious…the worst effect of a poor mentoring or coaching program is that teachers just lose faith in the ability of a coach to help refine their coaching practice.  And so in the future, even when a great coach comes along, teachers can be resistant.  And really….do you blame them?  I certainly don’t!

So, starting with what the coaches DO is the most important step in setting up an instructional coaching or mentoring program in any school.  Use these 4 quick steps to help guide you as you implement coaching for the first time or are trying to inject some OOMPH into your current coaching/mentor program.

Well, here’s where we’ll start – it might look simple, but these four steps are POWERFUL and RESULTS-BASED!

Step 1:  Start with a focus

Every solid coaching model or school coaching program has a focus or a reason for coaching.  Some examples might be: We are going to focus on bringing all classes to a tighter classroom management system so that we have more instructional time each day.  Or you might have a mentor focus on implementing a particular curriculum or technique that a staff is using across the school.

The focus will be the “in” that the coach has with the teachers – the place to start.  Without it, we are into inviting teachers to engage with us.  The problem with invitation only coaching?  Most of the folks who need coaching will not invite the coach in!

Step 2:  Know your content

Coaches – hear me on this if you hear me on anything.  You will not only have bigger, better confidence in your instructional coaching if you have a very firm and solid mastery of the materials that your teachers are implementing, but it will also build your CREDIBILITY. 

Credibility leads to relationship.  And relationship leads to trust.  And trust leads to openness.  And openness is necessary as we support teachers through mentoring and instructional coaching.

Build study time into your weekly calendar!  It’ll pay off in spades.  (I don’t really know what that means, but you get the idea!)

Step 3:  Go for the win

Coaches – start where you can have success!  So many coaches obsess over the folks who are obviously resistant to coaching and these coaches have it all wrong! 

One of the attributes of very successful coaches is that they are confident in themselves!  This doesn’t mean that they know everything.  I joke during my trainings with coaches that we’re going to have a test at the end of the day and test them like this, “Everyone, what does the third paragraph on Grade 3, Theme 4, Week 1, pg 76 say?”.  Not!

Going for the win means that you assess who is closest to reaching mastery on the focus area and you start there.  You might even have a conversation with a teacher that goes something like this, “Can I borrow your kids for 30 minutes so that I can try out some techniques?”  That’s confidence AND relationship building right there!  And that’s a good thing.

Step 4:  Measure your work in the conversations

Setting up a SUCCESSFUL coaching model means embracing the idea that the coaching happens with the teachers as coaches are supporting teachers in doing two things

  • Reflecting
  • Refining

The ONLY way that you can reflect with teachers about how their lessons went or refine practices is in community with them or in conversation.  So, instructional coaching should be measured, therefore, in the time spent with teachers talking about and musing on the instruction that’s going on in the classroom.

Don’t get me wrong – lots of coaches are busy each day, but the big question is, are they busy on the RIGHT STUFF that’s going to have major impact?

So, when you’re asking how to mentor in a school coaching model, start with these 4 simple, but very powerful steps.  As I say often, it doesn’t have to be perfect, it just has to have purpose!

Would you do me a favor?  Would you leave a comment below and tell me what’s going well with your coaching model and what your specific struggles are?  I’d really love to help!

Prioritizing the Instructional Coaching Role to Maximize Support for Teachers

There is no doubt that if I could create time for coaches I would be a very rich woman. 

And if I were very wealthy, I probably would be writing this blog from Bora Bora, taking excessive amounts of breaks to jump off the hut into the water and grab a shell that would contain a 1 pound black pearl that the man who fans me with palm fronds would string onto a necklace…WAIT! 



Let me start again here.

Well good morning, fine educators!  I am so pleased that you have chosen to join me here on this fine morning/afternoon/evening as we delve into the art of instructional coaching and how to mentor.

Okay.  So that’s a little overboard, too.  I’m a gal of extremes…so sue me!

Really what I’d like to share with you is how to create more time instructional coaching by prioritizing your calendar and the work that you do.  It really will help you grasp how you will spend quality time with the teachers who need most support. 

So, here are some powerful but easy-to-implement actions in prioritizing the instructional coaching role.  I’m excited for you to make every moment with your teachers count – for them and for you. 

Tip One:  Privately organize (so as to not be evaluative) the teachers in your coaching cadre by intensive, strategic and benchmark in relation to how they’re performing in relation to your school’s instruction focus areas. 

Directly coach and have contact with the intensive teachers once a week, the strategic teachers at least once every 2 weeks and the benchmark/advanced teachers at least once a month.

Tip Two:  Create a coaching calendar to give focus to your instructional coaching. 

You are less likely to be pulled to substitute at the last minute for an absent teacher, attend a meeting on behalf of the principal or be pulled to fix the copier (ha!) when you are moving around your school with purpose. 

If people ask you to do something that might be outside of your position, you can say, “I would love to help – but I’m booked in classrooms until 9:30, I’ll check back with you then and I’d be glad to help!” 

What you’ll find is that they will have long moved on by the time you check back.

Tip Three: Schedule the debriefing of the coaching cycle during the pre-conference.  You will spend much less time chasing down the teacher in the end.  When you honor the teacher’s time, too, you strengthen the relationship!

Tip Four: Listen. Really listen.  Oftentimes, you’ll be able to have “coach-able moments” with a teacher that will lead you more informally into the instructional coaching cycle.

Use these times to pre-conference and before you know it, you’re right back into the coaching cycle and getting that teacher feedback and notes. 

Look for natural extensions of coaching in less formal settings – they can be your most fertile coaching locations!

What do you think?  Can you see how these little tips all add up to more coaching time?  I certainly hope you can see it, because I have so much evidence from the field that they DO work!

So, tell me which tip you’ll implement first…leave a comment!  I love to hear about YOUR next steps and encourage along the way!