How Coaching Can Impact Teachers, Principals, and Students

The following is an excerpt from my new book, The Art of Coaching: Effective Strategies for School Transformation. It offers a coaching framework and dozens of tools which can used by a range of educators. The following is from chapter one.

What Can Coaching Do for a School?

There’s generally an agreement that educators need more knowledge, skills, practice, and support after they enter the profession. Malcolm Gladwell, the author of Outliers: The Story of Success (2008), calculates that it takes 10,000 hours of deliberate practice—practice that promotes continuous improvement—to master a complex skill. This translates into about seven years for those working in schools. The majority of teachers and principals want professional development; they want to improve their craft, be more effective, implement new skills, and see students learn more.

Opinions diverge as to what professional development, (PD) should look like. Traditionally, PD has taken the form of a three-day training, say in August before school starts, and then perhaps a couple of follow-up sessions throughout the year. This kind of PD by itself, which just about every teacher has experienced, rarely results in a significant change in teacher practice and rarely results in increased learning for children. According to a 2009 study on professional development, teachers need close to 50 hours of PD in a given area to improve their skills and their students’ learning (Darling-Hammond et al., 2009). While the research on the ineffectiveness of one-shot PD continues to pile up, a search is under way for PD that might work.

Coaching is an essential component of an effective professional development program. Coaching can build will, skill, knowledge, and capacity because it can go where no other professional development has gone before: into the intellect, behaviors, practices, beliefs, values, and feelings of an educator. Coaching creates a relationship in which a client feels cared for and is therefore able to access and implement new knowledge. A coach can foster conditions in which deep reflection and learning can take place, where a teacher can take risks to change her practice, where powerful conversations can take place and where growth is recognized and celebrated. Finally, a coach holds a space where healing can take place and where resilient, joyful communities can be built.

When considering hiring a coach, principals often ask the following kinds of questions about the impact of coaching: What does the research say about how coaching can transform a school? Is there a model that is most effective? Is there evidence that coaching will result in increased student achievement?

As coaches, it is our responsibility to know what can be expected. We can’t go into schools purporting to raise test scores by 50 percent in the first year. We need to articulate what we might be able to accomplish. Fortunately, there is a growing body of research indicating that coaching can help create the conditions necessary for instructional practices to change and student outcomes to improve. These are valuable data points for coaches to be aware of as they help direct the work we do; our work is not simply about working individually with teachers to improve their practice—it must extend farther.

To date, the most thorough and comprehensive study on coaching was done in 2004 by the Annenberg Foundation for Education Reform. It reports a number of findings which offer powerful validation for coaching. First, the report concludes that effective coaching encourages collaborative, reflective practice. Coaching allows teachers to apply their learning more deeply, frequently, and consistently than teachers working alone. Coaching supports teachers to improve their capacity to reflect and apply their learning to their work with students and also in their work with each other.

A second finding from the Annenberg report is that effective embedded professional learning promotes positive cultural change. The conditions, behaviors, and practices required by an effective coaching program can affect the culture of a school or system, thus embedding instructional change within broader efforts to improve school-based culture and conditions.

Coaching was also linked to teachers’ increase in using data to inform practice. Effective coaching programs respond to particular needs suggested by data, allowing improvement efforts to target issues such as closing achievement gaps and advocating for equity. The Annenberg report found that coaching programs guided by data helped create coherence within a school by focusing on strategic areas of need that were suggested by evidence, rather than by individual and sometimes conflicting opinions.

Another key finding was that coaching promotes the implementation of learning and reciprocal accountability. Coaching is an embedded support that attempts to respond to student and teacher needs in ongoing, consistent, dedicated ways. The likelihood of using new learning and sharing responsibility rises when colleagues, guided by a coach, work together and hold each other accountable for improved teaching and learning.

Finally, the Annenberg report determined that coaching supports collective leadership across a school system. An essential feature of coaching is that it uses the relationships between coaches, principals, and teachers to create the conversation that leads to behavioral, pedagogical, and content knowledge change. Effective coaching distributes leadership and keeps the focus on teaching and learning. This focus promotes the development of leadership skills, professional learning, and support for teachers that target ways to improve student outcomes.

As the field of coaching in schools develops, it is critical that we identify and gather sets of qualitative and quantitative data that can reveal the impact of our work on student learning. We need to track the changes we see in teacher and leader practice and gather evidence that our work is resulting in improved student learning. This can be an exciting and validating effort—it is these data that help us feel effective and that let us know objectively that we’re doing good work. In order to do this, we need to make sure that the scope of our work is defined and narrow, that we’re gathering data on how our clients make progress, and that we’re articulating these findings.

A highly effective, comprehensive coaching program in a school or district supports coaches to systematically gather a range of evidence to illustrate the impact of coaching on teachers, administrators, and students.