Sharing Good Practice many teachers , having no background with instructional coaches previously , think of them as administrators . This misunderstanding has immediate impacts on the relationships that develop . Having this clear language also greatly reduces confusion within and beyond the school as many families are unfamiliar with the work of an instructional coach and can view them as an administrator and request certain things from an instructional coach for which they have no authority or influence . And this leads us to the importance of clear communication .
Communication
Even before a new instructional coach comes into the building , or before it becomes apparent that the school is hiring for this position , the leadership team needs to be strategic in their communication around the position . This communication will center on the “ why ” of the position and will reference the roles and responsibilities involved . Far earlier in my career I transitioned from a mathematics teacher to a newly established instructional coach position in a new building and the communication around the new position was disjoint at best . The maths department head did not understand what I was doing there , the teachers thought I was a spy for the administration , and the administration was like “ we are a big school , and we need some help ” they were really quite hands off . From a coaching perspective , and from a school-wide improvement perspective , the “ why ” was unclear to nearly everyone . This lack of clear communication ended up creating many challenges and nearly all of it could have been eliminated with very clear , consistent , and specific communication with all stakeholders . Once the school knows it ’ s needs , has a clear description on roles and responsibilities , and has clearly communicated the “ why ” for the position , the hiring process becomes much easier , too .
Hiring and Interviewing committee should also consider that do not directly deal with traditional K-12 experiences . For example , an instructional coach needs to have a strong background in teaching and learning , but they primarily work with other adults , not children . This statement cannot be over emphasized . Some of the best and most effective teachers often transition to being a coach , but initially fail miserably because they are not aware of how different it is coaching adults ; it is an entirely different skill set . Thus , when hiring an instructional coach , the committee should look for experiences that relate to leading adults . Such experiences might include mentoring new teachers , leading a curricular review team , or leadership experiences like serving as a department head or a Professional Learning Community chair . It is important to remember that their effectiveness as a classroom teacher will in no way mean they will be an effective instructional coach ; adults can be way more complex and can present far more unique challenges to helping them grow as professionals . This highlights the importance of having a clear plan for the instructional coach in the first few months on the start of the job .
The First Months
So , once you hire for the position , you will likely have a very energetic person who is ready to take on the world . This is great as the work of the instructional coach is about to get very difficult . This passion will be helpful in sustaining their personal beliefs about their effectiveness and potentially their own perceived worth as a professional educator when the complexity of the work sets in .
One of the biggest mistakes a school can make is to go through all of the first few steps above , and then not support the instructional coach , but this can be a fine line . They are highly competent individuals who were hired to help make changes , but they often do this work independently ; most coaches do not have a team of coaches to work with , though they are used to bouncing ideas off other people . Coaching can feel very lonely . As such , a plan for mentoring the new instructional coach in the first few months will not only help the coach feel more connected , but it will also help the coach to focus on work . This plan might include helping them learn how to work with adult learners , creating a map of select areas to begin ( don ’ t let them drown in the magnitude of this work ), and again clearly communicating with the other teachers about their roles and responsibilities ; let the teachers know the instructional coach is one of them , and not an administrator . Both within and after these first few months , additional attention should be given to continued training and support , just like any other professional educator .
Training and Support
Lastly , it may be wise to have the instructional coach work with a consultant who understands coaching . Given the lonely nature of this work , providing the new instructional coach with a mentor who understands the nature of the work , can be a great relief to the coach . Administrators already have very complex and time consuming jobs , and finding the time to properly mentor a coach may not be possible . Remember , the longer term effectiveness of the coach also depends on the coach ’ s belief that they can do the job , a job for which many have not ever really been prepared to do .
Summary
Creating a position for an instructional coach can be one of the best decisions a school can make , given the needs of the school . But be mindful of the steps that need to happen before , during and after a school hires someone for this position , as there are multiple ways in which a well intentioned leadership team can unintentionally sabotage the process . Remember that clarity is kindness and clarity in all aspects of this process is certainly needed .
There are the obvious things a hiring committee will look for , like teaching credentials , content knowledge if it is a specific content area , or even visas for living in the host country if applicable . However , there are some things a hiring
Dr . Bennett is a passionate educator who strives for equity in learning for all students . As a global consultant and an Associate Professor of Education specializing in curriculum and instruction , he has worked with educators throughout the United States and across the Middle East , Europe , Australia , and Asia .
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