In the realm of education, leading through a coaching mindset has proven to be a guiding force that gently steers dialogue, instruction, and ultimately, impacts student growth. Leading and learning is a privilege and as I have navigated over eighteen years in education, I have been fortunate enough to be able to explore many roles, educational organizations, and observe the impact of learning and teaching. From classroom teacher to literacy specialist to instructional coach to building and district leadership positions, I have navigated the waters of coaching’s transformative power and have seen firsthand its ability to nurture reflective practices and cultivate resilient learning communities.

I have written about this topic many times because I am confident in my convictions that when school districts invest in job embedded professional learning, its impact on student achievement and the collective growth of educators is monumental. 

What is Instructional Coaching?

Before I proceed with a four part series on how leaders can lead through a coaching mindset, allow me to define instructional coaching by two great coaches who are leading the way in this space and my own definition that I have been refining over time. 

Jim Knight: As defined on his website – “Instructional coaches partner with teachers to help them improve teaching and learning so students are more successful. To do this, coaches collaborate with teachers to get a clear picture of current reality, identify goals, pick teaching strategies to meet the goals, monitor progress, and problem solve until the goals are met.”

Elena Aguilar, The Art of Coaching: Effective Strategies for School Transformation: “Coaching is the art of creating an environment, through conversation and a way of being, that facilitates the process by which a person can move toward desired goals in a fulfilling manner.”

My definition: An instructional coach serves as a thought partner, illuminating the unique gifts within individuals that they may not always recognize in themselves. By guiding reflective practice, a coach enables others to perceive aspects of their work from fresh perspectives, fostering social, emotional, and intellectual growth. Through this collaborative journey, students and colleagues alike are empowered to reach new heights of intellectual and personal development.

What can coaching look and sound like in practice?

Picture a landscape where every interaction through job embedded professional learning nurtures growth and where recognition and celebration are the norm. This is the essence of coaching—a space where intellect, beliefs, pedagogy, and core values converge to shape teaching practices and foster a culture of continuous improvement.

In her book “The Art of Coaching,” Elena Aguilar highlights Malcolm Gladwell’s insight from “Outliers: The Story of Success” (2008), where he suggests that it takes roughly ten thousand hours of deliberate practice to master a complex skill, equating to about seven years for educators in schools. Aguilar further emphasizes that teachers typically require close to fifty hours of professional development in a specific area to enhance both their own skills and their students’ learning.

Reflect on this: success isn’t immediate for leaders and educators. It’s a journey requiring patience and persistence. Each day, it’s the small steps that accumulate into progress. Investing in coaching demands commitment; it’s not a quick fix. Too often, districts swap coaching for programs or external staff, neglecting the crucial day-to-day support teachers need. While external perspectives are valuable, continuity is vital for realizing long-term goals. Who will uphold the mission and vision when external support fades?

I am going to take you on a journey through a series of blog posts where we’ll delve into six foundational practices that embody how leaders can embrace a coaching mindset. Each practice serves as a stepping stone, guiding us towards instructional change and student success. Together, we’ll explore how coaching builds will, skill, knowledge, and capacity, breathing life into the aspirations of educators, leaders, and the futures of the students they serve.

Leading Through a Coaching Mindset: 6 Practices That Transform Dialogue, Instruction, and Student Growth – Part 1

Click HERE to use the infographic below for discussion

1. Level the Playing Field

Be less evaluative and more collaborative

To me, there are no titles in education. We are all here for kids and great leaders show up for the everyday, regardless of their role in an educational organization. By embracing shared learning experiences, meeting people where they are, using your words wisely, and being present and patient, you will develop relationships, trust and cultivate collective leadership among educators and leaders, building communities where there is reciprocal accountability and promoting a culture where instructional change and the implementation of learning thrives. 

Proximity to people matters. It’s about more than just physical presence; it’s about being attuned to the needs and aspirations of those you lead. When leaders adopt a coaching mindset, emphasizing collaboration over evaluation, they bridge the gap between themselves and their team members. This shift fosters trust, empowers individuals to contribute their insights, and cultivates a culture of shared learning and growth.

We are all connected at the core

In our organizations, we’re all interconnected, like pieces of a puzzle forming a bigger picture. Every action and word has the power to shape our present and future. Blame doesn’t fall solely on one person; achieving goals is a shared responsibility.

Inspired by Meghan Lawson’s “Let’s Be Fireflies” concept, I facilitated meetings with new teachers and our literacy teaching and learning team. To demonstrate the power of collaboration, I brought a strand of lights and asked each participant to hold a section. As the lights stretched across the room, I asked them to observe the brightness. Then, I gathered the lights into a mason jar, helping their glow shine brighter. Although the lights were beautifully shining individually, this hands-on activity vividly highlighted how our collective brilliance shines brighter when we work together.

This experience reinforced the importance of tapping into our collective intelligence. By staying connected, we illuminate the path for our students and colleagues, allowing everyone to shine their brightest.

Value teachers as guides

Approach conversations as a thinking partner. Again, there are no titles in teaching and learning discussions. Keep the conversations focused on the learner and the learning. In the book Innovate Inside the Box by George Couros and Dr. Katie Novak, George identifies 3 critical areas for learning by educators and why they are crucial. 1. Learn about our students 2. Learn for our students 3. Learn from our students. The same applies during a collaborative conversation between an administrator and teacher: 1. Learn about our teachers 2. Learn for our teachers 3. Learn from our teachers. There is no one who knows themselves and their learners better than the teacher themselves. 

That said, allow the teachers to guide the conversations. Listen more and talk less. Ask questions that will guide them towards paths of reflection. Let them talk about the teaching and learning that transpires in their rooms. Let them share what they are most proud of and what they feel are areas of growth based on student evidence. These authentic discussions show teachers that you value their expertise that could lead to a more organic experience. 

Moving Forward

Coaching isn’t just a tool—it’s a philosophy that empowers educators, fosters collaboration, and kindles the flames of learning throughout our educational landscape. I hope that you will continue to take the journey with me through this blog series Leading Through a Coaching Mindset. Together, we have the opportunity to shift our approaches to learning and teaching. One practice at a time.