Synergistic
school
leadership:
COACHING TEACHERS,
TEAMS AND TEAM LEADERS
Principals cannot
abandon being in
classrooms and
coaching teachers,
but increasing
the capacity of
teachers to work in
collaborative teams
is an approach that
results in a better
focus on teaching
and learning.
There are many different ap-
proaches principals can take to increase
student learning. The research of Karen Sea-
shore-Louis and colleagues in “Investigating
the Links to Improved Student Learning,”
points to the fact that classroom teachers
have a greater impact on student learning
than any other in-school factor, with princi-
pals having the next greatest impact.
As Rick DuFour and colleagues claim in
“Revisiting Professional Learning Com-
munities at Work,” it logically follows then
that “the best way (for principals) to improve
student learning is to invest in the learning
of the adults who serve them.”
This then begs the question, “How do I as
a school leader best improve the learning of
my teachers?” Based on my own experiences
as a school leader, I will present some good,
better and best approaches for improving
learning at a school.
One good approach: Principal
observation and coaching
All coaching is, is taking a player where he
can’t take himself.
— Bill McCartney
40
Leadership
Principals using this approach seek to
improve instruction through one-on-one
teacher observations and coaching. School
leaders spend time in classrooms ensuring
that teachers’ instructional practices match
with researched best practices of teaching.
When gaps exist between observed and ideal
teaching practices, the principal can then
improve teacher learning through profes-
sional development and individual coaching.
This approach assumes that as principals help
teachers to improve their quality of instruc-
tion, student learning will improve as well.
Many of us were trained in this approach
in our school leadership programs, and it has
often been the default approach for improv-
ing teaching and learning. This approach
allows principals to provide individualized
support and coaching to teachers based on
real-time observed needs. It allows us to
be in classrooms and, when done correctly,
may lead to improved teaching. With all the
things clamoring for our attention, it can be
gratifying to step out of the craziness of the
school office, work closely with a teacher,
By David McKay Boren