Building a Coaching-Based Culture

Imagine what it would be like to work at a place that recognized that the greatest asset the organization has are the people who work there. Imagine if the leaders of the organization invested in human resource capital rather than trends and programs. Consider what occurs when there is a culture in an organization where everyone is provided evidence-based professional learning opportunities, a trained coach whose primary role is to support and develop the individuals to their maximum potential. Imagine that the organization has created a model of succession that includes a principal pipeline and  professional learning communities focused on learning collaboratively with peers. Does it sound too good to be true? It can occur when the leaders of the organization understand that education is a people business that serves students, families and the community and that the individuals who provide the services must be provided opportunities to grow their skills and knowledge, test innovative theories and practices, and be challenged as learners and leaders.

The Importance of Evidenced-Based Professional Learning

Providing on-going opportunities for teachers and principals to participate in high quality evidence-based professional learning is essential for high-performing schools and districts. As educators, we must be in the continuous learning mode every day. As I often say to principals and teachers, “how can you expect to fill someone’s well when you don’t fill your own.” If your well is dry, you can’t share new knowledge and ideas during collaborative learning or supervisory opportunities. Reading books, professional journals, and attending national conferences helps with the learning. But there are so many other opportunities such as participating in a professional learning network or conducting some action research on a school challenge, and developing prototypes to test the solutions. Working as a team of teacher leaders, assistant principals or principals and focusing alignment to Learning Forward’s Professional Learning Standards to leverage the standards in a way the educators and students alike have equitable access to learning. The opportunities are infinite and as educators engage in high quality professional learning they build awareness and understanding of professional learning in practice that will improve policies, improve instructional and leadership practices, and improve the use of resources to support students.

If your well is dry, you can’t share new knowledge and ideas during collaborative learning or supervisory opportunities. 

Coaching as a Lever for Professional Learning

Many districts hire external coaches to provide support to principals and teachers and to facilitate professional learning individually and with groups. Student learning loss following Covid has created a sense of urgency for district personnel and school boards to add additional instructional coaches to support teachers in literacy and math. But just adding additional staff without training and support is not a wise use of resources. Identifying a model of coaching, such as Blended Coaching, and training experienced educators to focus on the educators “ways of being” and their “ways of doing” must be a priority.  The coach determines if the educator lacks the skills and knowledge to solve a challenge or if the individual has behaviors that are barriers to success. A coach may be of great support to the  principal who is  told by the superintendent or principal supervisor to improve reading achievement for students receiving special education services. The principal may have very little experience working with special education students and literacy instruction. An experienced coach will use questioning to learn more about the challenge and the opportunities for growth. The coach may also learn that the principal has some beliefs that may be barriers to growth as well. An effective coach will use various strategies such as instructional or consultative coaching with the principal as they work together. The coach may provide resources and modeling to support the professional learning of the principal.

Culture of Coaching

There are school districts that set expectations that everyone will be coached because they believe everyone, if provided support, can improve. The Long Beach Unified School District in Long Beach California, has adopted the Blended Coaching model for all employees. Principal Supervisors coach principal and principals coach assistant principals and teachers.  Teacher leaders are trained to provide instructional coaching to  teachers in their department or content area. The Curriculum and Instruction Department has trained all instructional supervisors in a model of Blended Coaching in order to provide coaching during school walk-throughs with teachers and administrators. Last year the district invested in classified staff and trained all managers in the non-instructional departments in using Blended Coaching to develop new skills and knowledge with their teams. Consider the discussion and excitement when the data processing, administrative assistants and custodial supervisors learned that they would be participating in a professional learning opportunity and trained as coaches. Long Beach Unified School District has a culture of coaching that is deeply embedded in their way of doing and being. Under the leadership of Superintendent, Dr. Jill Baker, the district has demonstrated that talent development is valued and a strategy for support, growth and retention. Other examples of a culture of coaching is the Delaware Department of Education’s Educator Effective Unit, under the leadership of Dr. Michael Saylor, All novice assistant principals and principals are provided coaching as a strategy for growth, development and support.

Creating a System that Supports a Coaching Culture

As a long time educator I understand the importance of systems. Michael Fullan writes, If a system is to be transformed, leadership at all levels must be the primary engine. The main work of leaders is to help put in place all eight elements of sustainability including this one – fostering leadership in others. To do this we need a system laced with leaders who are trained to think in bigger terms and to act in ways that affect larger parts of the system. One of the marks of systems thinkers in action is not just their impact on the bottom line of student achievement, but also equally how many good leaders they develop who represent a critical mass for going further. By definition, good system leaders directly spawn and develop other system leaders. Having laid out the framework, there are at least two implications for those in the education system—one is for all leaders; and the other for leaders who are prepared to take direct responsibilities for improving the system. Relative to the former, the general argument is that all school leaders, for example, should redefine their existence as being part of the larger system.” (2016, Michael Fullan, Systems Thinkers in Action.) Leadership matters and in strong systems where leaders are valued, supported and cultivated, amazing things happen within the organization.

Leadership matters and in strong systems where leaders are valued, supported and cultivated, amazing things happen within the organization. 

Michael Fullan understands that each part of the system impacts the whole and all the parts.  Imagine a system where everyone is expected to improve, grow and get better. Wow! I want to work at a place where the expectations are high and the resources are provided so I can achieve my full potential as an educator and leader. I suspect that working in a place where I am valued, my well is filled daily, and I am challenged to be better than I thought I could be at my job, is motivation for me to grow other leaders and to remain committed to the organization, and contribute in meaningful ways. These systems exist and we need to find and celebrate them.